getting intentional building cultural, linguistic, and ability diversity into a preservice program
DESCRIPTION
Getting Intentional Building Cultural, Linguistic, and Ability Diversity into a Preservice Program. The Presentation Team Camille Catlett FPG Child Development Institute (NC) Susan P. Maude Iowa State University (IA) Melanie NollschKirkwood Community College (IA ) - PowerPoint PPT PresentationTRANSCRIPT
The Presentation Team
Camille Catlett FPG Child Development Institute (NC)Susan P. Maude Iowa State University (IA)Melanie Nollsch Kirkwood Community College (IA)Susan Simon Kirkwood Community College (IA)
Getting IntentionalBuilding Cultural, Linguistic, and Ability Diversity into a Preservice Program
The Enhancement Process
Phase Step
PRECONSTRUCTION
Identify partners in the enhancement process
Establish your values and vision for change
DECONSTRUCTION / RECONSTRUCTION
Establish course context
Describe the gist of the course
Review the course title and description
Review the objectives/learning outcomes
Review the assignments
Instructional sequence and resources
Overall program alignment
What is PD?
“Professional development is facilitated teaching and learning experiences that are transactional and designed to support the acquisition of professional knowledge, skills, and dispositions as well as the application of this knowledge in practice…..
Key Components of PD include
characteristics and contexts of the learners (i.e., the “who” );
a) content (i.e., the “what” of professional development); and
b) organization and facilitation of learning experiences (i.e., the “how”).”
Deconstructing/Reconstructing Courses
• Overview of Course• Course Description• Student Learning Outcomes (SLOs)• Assignments• Required Materials/Texts• Course schedule/outline
Curriculum maps on ● assistive technology ● cultural diversity● linguistic diversity● ability diversity● CARA’s Kit
Kirkwood CC Curriculum Map
Self Assessments KCC Faculty/Advisory Board
KCC Student Participants
Focus GroupsKCC Faculty
KCC Student Graduates
Syllabi Reviews KCC Faculty/Advisory Board
External Evaluator
Lessons Learned1. Faculty thought they had knowledge, but we needed
to teach them how to access information and teach them how to prepare students to apply information.
2. Systematic professional development with follow-up was needed instead of episodic or random training.
3. Faculty were eager for training. Faculty learned to be more intentional and moved beyond just talking about topics like diversity.
"I love the curriculum maps. It gave us a chance to see what others were teaching, it was collaborative, and gave us ideas of what others use. We were able to collaborate about what resources we use, what ideas, videos, activities….it's been a very helpful and useful resource for me.”
"Every class, I think about infusing it (CLAD) too. I was starting at a not knowing very much level to now I've learned a lot over the four years.“
“I'm always thinking how can I pull in something about culture or diversity or acceptance.”
Focus Group ResponsesFaculty
2010-2014
.001 .01 .050
10
20
30
40 43
1 1
Significance Levels
Freq
uenc
yCAKSkIS – Faculty 45 items
Mean ResultsRetro Pre 2.31 - Posttest 3.85***
CROSSWALKS Assessment of Knowledge and Skills (CAKSkIS)Catlett & Maude (2010)
Scale 1 No Knowledge/Skills to 6 High Knowledge/Skills*p < .05, **p < .01, ***p < .001
Lessons Learned4. A systematic review of syllabi using a
rubric is necessary and important.
5. Reviewing syllabi is not sufficient. Seeing the need to be more explicit and comprehensive, we developed curriculum maps to chart opportunities for enhancement in each course and across the Program.
103 133 158 159 170 221 243 262
Pre 32 25 31 31 34 37 35 33
Time 1 41 47 43 41 39 44 45 44
Time 2 78 78 83 84 75 83 85 85
5
15
25
35
45
55
65
75
85
Syllabi AnalysesExternal Evaluator Scores
Kirkwood Community College - Heartland Early Childhood Courses
Raw
Sco
res
(Tot
al =
88)
Please note: The solid line indicates 80% of the indicators for that course were met (raw score of 70 or higher out of 88).
Lessons Learned6. Students appreciated all the hands on
curriculum and applications such as CARA’s Kit, Boardmaker™ and Assistive Technology.
“Probably sounds weird, but certain assignments that we have to do, like the adaptation plan. If we didn’t have to do that, you wouldn’t necessarily know how to when you get into your first job and a child was presenting to you challenges (use of CARA’S Kit)”
“ I think that’s another thing too is the teachers in the early education program allow you to re-do things or evaluate yourself so you know what to do…the next time. So the evaluation on the micro teachings was helpful”
…having the hands-on experience or getting CARA’S Kit. I would have never even heard of it or Boardmaker™. I mean Boardmaker™ is a big thing out there, but having the experience of using that for making things (is what I remembered most).
Focus Group ResponsesStudents
2010-2014
.001 .01 .05CASKS
0
10
20
30
4041
0 0
Significance Levels
Freq
uenc
y
CROSSWALKS Assessment of Student Knowledge and Skills (CASKS)Catlett & Maude (2010)
Scale 1 No Knowledge/Skills to 6 High Knowledge/Skills*p < .05, **p < .01, ***p < .001
CASKS – Students 41 itemsMean Results
Retro Pre 1.92 - Posttest 4.76***
Lessons Learned
7. The Program is more interconnected and coordinated. Strong themes are discussed throughout the series of courses.
8. The Program is connected across the state and nation through presentations made at conferences: OSEP, NAEYC, DEC, National Paraeducator Conference.
9. Some Program indicators will take more time to show change.
.001 .01 .05 no significanceSignificance Levels
0
2
4
6
8
10
12
1413
12
5
7
Freq
uenc
y CCPPE-R Faculty 37 items
Mean ResultsRetro Pre 2.07 - Posttest 3.31***
CROSSWALKS Coursework, Practica, and Program Evaluation-Revised (CCPPE-R)Catlett & Maude (2010)
Scale 0 - Never to 5 - Always*p < .05, **p < .01, ***p < .001
.001 .01 .05 no significance0
2
4
6
8
10
12
14
16
18
0
9
16
12
Significance Levels
Freq
uenc
y
CROSSWALKS Coursework, Practica, and Program Evaluation-Students(CCPPE-S)Catlett & Maude (2010)
Scale 0 - Never to 5 - Always*p < .05, **p < .01, ***p < .001
CCPPE-Students 37 itemsMean Results
Retro Pre 2.73 - Posttest 4.11*