Using a Rapid Prototyping Process to Transform Teacher Education Curricula Beverly Kopper, Provost and Vice Chancellor for Academic Affairs Katy Heyning, Dean, College of.

Transcript Using a Rapid Prototyping Process to Transform Teacher Education Curricula Beverly Kopper, Provost and Vice Chancellor for Academic Affairs Katy Heyning, Dean, College of.

Using a Rapid Prototyping Process to Transform Teacher Education Curricula

Beverly Kopper, Provost and Vice Chancellor for Academic Affairs Katy Heyning, Dean, College of Education and Professional Studies Ellyn M. Dickmann, Associate Dean, College of Education and Professional Studies

University of Wisconsin-Whitewater

A case study of:

 How a College implemented a fundamental shift in culture through a rapid prototyping process to transform teacher education curricula— DURING hard times.  How good work was accomplished during hard times  Transformation that was sparked by the Red Balloon Project  Result = model guiding process

NOTE

University of Wisconsin-Whitewater

 Four-year, coeducational, residential campus  Located between Madison, Milwaukee and Chicago  Enrollment: 11,615 

Undergraduates: 10,230



Graduates: 1,385

 Employees: 1,286 

Faculty: 356



Academic staff: 503

WHO WE ARE

SUSTAINING GOOD WORK

Key conditions for sustaining good work in hard times*

1. Positive restlessness 2. Data about students and their successes 3. Academic and Student Affairs collaborate 4. Campus leaders work to increase understanding of the importance of student success *Kuh, Kinzie, Schuh & Whitt. (2011). Fostering Student Success in Hard Times. Change, July-August.

HARD TIMES

2007-09 BIENNIUM

 Cash lapse = $1 million  2 percent pay plan in 2009 rescinded

2009-11 BIENNIUM

 No pay plan  16 unpaid furlough days = salary decrease of 3.065 percent  Cash sweep = $1.4 million  1 percent across the board reduction = $693,068  Additional base reduction = $2.8 million  5.8 percent increase in employee cost of retirement

2011-13 BIENNIUM

 No pay plan  Health insurance cost to employees increased ($124-$341/month for family coverage)  Base budget reduction = $4.3 million in 2011-12  Budget lapse = $2 - $3.5 million in 2011-12

HARD TIMES

Setting/Background

 University of Wisconsin-Whitewater Colleges  College of Education and Professional Studies (COEPS) historical perspective 

Leadership transitions (provost, dean, chairs)



Campus and the college expectations

 Challenges the college faced 

Reputation in the state



External forces

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Internal forces

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Competitors

What had to fundamentally change?

 Culture 

From a culture of change that is “event” driven to a culture of ongoing change and continuous improvement

 Prioritization of the many needed changes 

Middle Child/Early Adolescent Licensure Program

TRANSFORMATION

TRANSFORMATION TIMELINE

1868 Whitewater Normal School Circa 1980s – Current program created 2009 NCATE and state review 2010 2011 2011 Strategic priorities, faculty adoption Spring semester (awareness and planning process) Summer (15 weeks)

LEADERSHIP CHALLENGES

 Perspective 

New Dean from the inside (pros and cons)



Context of hard times



Political turmoil targeting education in Wisconsin

 Leadership Challenges 

Low morale

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Silo philosophy

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Prior leadership history

 Sparked by the Red Balloon article   

Lower cost, time to degree completion Increase student participation Respond to challenges of technology

 Purpose set and known by all  Reward structures  Driving internal and external forces  Rapid prototyping model  Practical implications

THE PROCESS



Phase I—At the onset of the summer work



Reflects support of leadership



Reflects Red Balloon Connection



Reflects good work during hard times



Cultural shift/transformation

 Build cross-department relationships, knowledge base, and collaborations  Build cross-college relationships, knowledge base, and collaborations  Develop a resource list  Deadline: Presentation for College— Fall 2011  Develop a prototype 

What students should be, know, able to do, and have experienced by the end of their program(s) in the college

PURPOSE-CULTURAL SHIFT

DRIVING INTERNAL AND EXTERNAL FORCES

 Internal 

“Nothing will ever change.”

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“It’s summer; no one is here.”

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Student feedback

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Employer feedback

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Accreditation feedback

 External 

International, national, state, local

 Definition 

Testing, utilizing a group of techniques to approximate actual desired state/outcome

 Advantages 

Foster communication



Decrease development and implementation time



Minimize necessary changes



Focus on features for sustained/limited timeframe

RAPID PROTOTYPING MODEL



Phase II–During summer work



Reflects support of leadership



Reflects Red Balloon connection



Reflects good work during hard times

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Cultural shift/transformation

PROCESS DESCRIPTION

 Logistics 

Timeframe (summer)



Participants (availability and compensation)

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Meeting times

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Facilitation strategies

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Recordkeeping



“The elevator concept”

 The frames 

Historical perspective



Multiple attempts



Other changes/shifts in the college

 Frameworks  

The college’s mission The college’s conceptual framework



NCATE standards

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DPI requirements (more flexibility than perceived)

PROCESS DESCRIPTION

 Beliefs, philosophy, data/evidence 

What students want/need



What students need to know, be, do have experienced

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What we care about most as a college

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Critical thinking; early and frequent and high quality field experience; rigor; risk-free; high expectations; collaborations, etc .

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Literature review (supply and demand, employment data, etc.)

 Provost visit, Chancellor visit (dean stayed away) 

Bold direction



“Leading edge not bleeding edge”

 Be bold

PROCESS DESCRIPTION

Phase III–Outcome

–Reflects support of leadership –Reflects Red Balloon Connection end result –Reflects good work during hard times end result –Cultural shift/transformation end result –Bold direction

SUMMARY

 Department led – ownership given 

“Dine and Design”



Department led



First step rearranging building blocks, improving quickly

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Next step change program - acculturation

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Ex: All methods courses will have a field component

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All courses will address: Working with students and families, RTI, Classroom management, Diversity series requirement

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Fall, 2012 new cohort launch

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2012-2013 curricular processes to new program

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Fall, 2013 new program launch

PRACTICAL IMPLICATIONS

         Timing Don’t stop (slow down…don’t stop) Faculty champions Support non-tenured faculty Hire well Visible responsibility, annual reports, strategic plans Everyone finds “me” in the plan Honor traditions and past efforts without dwelling on them Vigilance – one eye looking in while the other looks out

Using a Rapid Prototyping Process to Transform Teacher Education Curricula Beverly Kopper, Provost and Vice Chancellor for Academic Affairs Katy Heyning, Dean, College of.

Transcript Using a Rapid Prototyping Process to Transform Teacher Education Curricula Beverly Kopper, Provost and Vice Chancellor for Academic Affairs Katy Heyning, Dean, College of.