Enhancing Course Content within University Settings in Florida: Two Journeys-Same Vision

1. Enhancing Course Content within University Settings in Florida: Two Journeys-Same Vision Preparing Pre-Service Teacher Candidates for Inclusive Settings University of Central Florida Sissi Carroll, Ed.D. Mary Little, Ph.D. Cynthia Hutchinson, Ed.D. Using UDL Integration to Increase Collaboration in Teacher Education to Improve Outcomes for Diverse Learners University of West Florida Stacie B. Whinnery, Ed.D. Keri C. Haley, Ph.D. Jennifer Mesa, Ph.D. Keith W. Whinnery, Ph.D.

2. Florida Blueprint and UWF Goals Florida Blueprint Goals: • Increase the knowledge and skills of all teachers working with students with disabilities (SWDs) • Provide guidance to institutions of higher education to revise teacher preparation programs. UWF Goals: • Develop collaborative faculty-led processes to enhance teacher preparation curricula; and • Use the collaborative process to strengthen implementation of Universal Design for Learning (UDL) and Inclusive Practices within undergraduate teacher preparation programs.

3. UWF Teacher Education • General and Special Education are housed in one department • Majority of teacher candidates are enrolled in our dual licensure program • Elementary/ESOL/Reading B.A. • ESE/Elementary/ESOL/Reading B.A. • Faculty have expressed a desire to increase collaboration and coordination • Across general and special education courses • Across coursework and clinical experiences • Data reviews identified a need to more strongly infuse strategies for teaching diverse learners into general education content courses

4. UWF Collaborative Curriculum Enhancement Model

5. UWF Curriculum Enhancement Process Project team shared vision with department and college administrators Consultant provided UDL training to all teacher ed. faculty Faculty volunteered to participate in Faculty Learning Community Professional development and collaborative curriculum review Collaborative development of enhanced curriculum map Continued professional development Collaborative course enhancements – shared ideas and resources Implementation Replication/Scale-up – repeating process with additional courses and programs Sustaining efforts • Summer 2015 • Fall 2015 • Spring 2016 • Fall 2016-Present

8. Getting Started at UWF • Gained leadership support and endorsement • Repeatedly presented project opportunity (soft sell) • Connected to internal values and priorities • Relied on existing relationships – trust, credibility • Developed common understanding • Dr. Maya Israel’s UDL presentation to full faculty • Sought departmental input prior to initiation • Commitment to preparing inclusive educators • Shared decision making – programs and possible courses • Requested voluntary participation

9. “I think it was the way they approached participants or volunteers so to speak. It was not threatening. It was not, “You have to join.” It was, “Who wants to volunteer?” And so it was the way it was introduced. People felt like they wanted to be there.”

10. Communication and Collaboration • Faculty Learning Community (FLC) • Collaborative decision-making and planning • Process – format and time • Products (targeted courses, progression of content, level of integration) • Critical Friend • Cross-disciplinary • Other perspectives • Meaningful feedback • Universal Design for Learning (UDL) CEEDAR Innovation Configuration • Coaching and support provided by the UDL Project Team

11. “The best approach is collaborative with continuous support and consultation. When faculty make decisions about how to implement information into their own courses. It is more effective, more motivating, and better quality.”

12. Sustaining Momentum • Integration of UDL into course syllabi and program SLOs • Replication with additional courses and new programs (Secondary) • Continued engagement with university leadership • Ongoing communication about UDL efforts and outcomes • Integrating UDL into Continuous Improvement Efforts • Completer and employer surveys • CAEP Standard 1 • Continuing Faculty Learning Community activities • Fine-tuning and quality assurance • Deepening understanding and implementation • Continued sharing of course updates and resources • Coordination with school districts

13. UWF UDL Integration Effort Questions & Answers (5 minutes)

14. Critical Components: University of Central Florida

15. Learning and Development Process After vision was shared, we determined teams of professionals to partner in the work Met with College Dean and Department Administrators • Approved and shared vision for project • Supported “Faculty Fellows for Inclusive Pre-service Education” All faculty completed a one hour on-line course re: ESE for re-certification to develop “common language” among colleagues Hosted “Kick-Off” meeting in Dec. with members and Dean • Multiple meetings/month (large group and ESE/El. Ed. Teams) • Determined “Critical Questions” to address during enhancement Shared updates, resources, reactions (written reflections and discussions) as ESE and content teams enhanced courses based upon the standards of the Council for Exceptional Children (CEC). Met monthly as a Professional Learning Community to share innovations, ideas, resources, and enthusiasm

16. National, State, and University Educational Resources

17. Initial, Foundation Course for all Teacher Candidates: EDG 4410 Course Evolution Online Module • Videos • Chapter in online textbook • Read, Write, Think website • SeeSaw.Me electronic journal UDL Learning Centers • Disability cards • Lesson plans modified • Video Case Studies/UDL Lesson Planning introduced

19. Enhanced and aligned syllabi with CEC, FEAP, ESOL standards Enhanced lesson planning format within CEDHP for inclusive planning used in initial educational foundations course Collaborative development of teaching resources (e.g., UDL, inclusive practices, MTSS/RTI) Resources and samples to disseminate Research and evaluation systems in process Enhanced and aligned Curriculum Maps within initial courses in Elementary and Exceptional Student Education Professional competencies of the Council for Exceptional Children (CEC) within undergraduate courses Deliverables and Accomplishments

20. CEC Curriculum Matrix

21. “I was inspired by my mentors who patiently walked me through the CEC standards and surprised me by finding either windows of opportunity to integrate Ex Ed or showing me how I was already doing much of what we need.” “It is a very exciting process! One of my students came up after class and thanked me for bringing in the topic of exceptional students into our class. She said that she feels more prepared for the future.” “I’ve learned so much by looking at research for science education. I’ve also learned that even small changes can make a big difference with my students, and in turn, their future students.” “Great collaboration is possible!” Faculty Feedback - UCF

22. Course enhancements in Exceptional Student Education to increase core content Electronic case studies of students with disabilities (13 categories) for use in lesson planning (e.g., differentiation, UDL, tier 1 considerations, accommodations, etc.) New course under development for teacher candidates to take during Internship II will be enhanced to build upon enhancements and additions from each course Inclusive products (e.g., clinical supervision rubric, course products) developed through UCF Faculty Center for Teaching and Learning) Proposals submitted for state and national presentations Research and instrumentation developed;Several SOTL research initiatives. Survey for all elementary education teacher candidates re: perceptions of teaching SWDs as part of Institutional Effectiveness (UCF Program Accountability) Next Steps - UCF

23. UCF Inclusive Educator Preparation Questions & Answers (5 minutes)

24. Small Group Discussions (25 minutes) • Divide into three groups. Each group will focus on one of three problems of practice (getting started, communication & collaboration, sustaining momentum). • In each group, participants will: • introduce themselves • share issues/challenges related to the problem of practice • brainstorm strategies to address common issues/challenges

25. Problems of Practice Discussion 1. Getting Started • Recruiting administrative support and faculty participation 2. Communication and Collaboration • Fostering communication across disciplines/departments • Building common language 3. Sustaining momentum • Sustaining and scaling-up reform efforts

26. Group Share Out (10 minutes) • Each group will share important discussion points and strategies (3 minutes/group)

27. Closing Connections (5 minutes) • Reflect on what is important to share with your team. • Lessons learned • Specific strategies • Things to avoid