Ohio Board of Regents Special Meeting Minutes Teacher Preparation and Assessment Subcommittee

Cleveland State University, Julka Hall, Dean's Suite Conference Room Cleveland, Ohio April17, 2014

I. Welcome and Call to Order Chair Virginia M. Lindseth called the April17, 2014, Ohio Board of Regents (BOR) Special Meeting of the Teacher Preparation and Assessment subcommittee (TPA) to order. Charles See, Assistant Deputy Chancellor said that proper public notice of the subcommittee meeting was given in accordance with the Ohio's Open Meetings Act.

II. Roll Call Chair Lindseth called the roll. Those subcommittee members present were:

• Patricia A. Ackerman • Virginia M. Lindseth

Chair Lindseth declared that there was a quorum of the subcommittee members present.

Ill. Opening Remarks Chair opened the meeting by saying that she and Regent Ackerman were looking forward to learning from the representatives of Cleveland State University (CSU). She said both she and Regent Ackerman have been involved in education most of their lives. She said once you have been involved in education you never leave.

IV. Welcome- Dr. Sajit Zachariah, Dean of the College of Education and Human Services Dr. Sajit Zachariah, Dean of the College of Education and Human Services welcomed the m~mbers of the TPA and staff to CSU. He said that they clearly have done some of this work for many years and have learned from their work in the past. He said the staff will share a brief overview of the following programs: Masters in Urban Secondary Teaching (MUST); CSUTeach; and the Curriculum Redesign Effort Advancing Teacher Education (CREATE}.

V. Overview of MUST- Dr. Diane Corrigan, the Associate Clinical Professor in the Department of Curriculum and Foundations and Coordinator of the MUST Program (see Attachment #1). Dr. Corrigan said the MUST Program is currently in its 151h year at CSU. It was their first licensure program at the Masters level at CSU. The program was designed particularly to prepare teachers who would be successful in and would stay in the urban high schools. One of the premises that they felt was significant was that they needed to build the program on Social Justice and Urban Communities in addition to the strong academic preparation that they give for Ohio licensure. She said they could teach them how to be successful with pedagogy and content; but they needed to go beyond in order for them to stay and have a commitment. They felt this would come from families and communities.

Dr. Corrigan continued and said that the MUST cohort has had as many as forty students in a year and as few as twelve. They seem to follow what happens in the Cleveland Metropolitan School District (CMSD). She said things such as CMSD laying off teachers or having significant issues with enrollment affect their enrollment. She said now they are at the low trend of their enrollment but they are starting to see an increase for next year.

Dr. Corrigan said there are four unique outcomes to the MUST Program that take it beyond the rigor that the College of Education and Human Services offers in the State of Ohio. These are the following : Social Justice; Urban Teaching; Urban Schooling and Communities; and Resilience, Resistance, and Persistence. They developed a rubric to define each of these outcomes and they asked their interns to provide them with evidence of each one of these (in terms of their lesson plans, collaborations with their teachers, projects outside of the classroom etc.). She explained the typical MUST schedule. She said the interns visit all partner schools, classrooms and with mentors in appropriate subject areas. The interns also have a year-long internship; they have to complete a portfolio which is

assessed; and they have to submit a professional journal article. They have been doing the professional journal article component for approximately seven years and four interns have been published.

Chair Lindseth asked if the interns earned a Masters Degree at the end of the MUST Program. Dr. Corrigan responded yes the interns do.

Chair Lindseth followed up with another question and asked if the interns have majored in Education as undergraduates. Dr. Corrigan responded the interns have majored in a content area as undergraduates and this is part of the pre-requisites.

Regent Ackerman asked what other school districts are represented in the program. Dr. Corrigan responded that their partner schools include: CMSD, East Cleveland School District; and Euclid School District.

Regent Ackerman followed up with another question and asked about the gender make-up of the MUST program. Dr. Corrigan replied that they are approximately 60% female and 40% male. She said they are constantly looking for ways to increase the diversity of their cohort. They are generally between 20%-30% non-white participation. They find when there is more scholarship funding available they can reach a wider audience (gender, age and ethnicity).

Assistant Deputy Chancellor See asked if CSU was a participating Woodrow Wilson Ohio Teaching Fellowship institution. Dr. Corrigan replied that CSU was not. Dr. Zachariah said they are in discussions about how to get CSU engaged and involved in this program.

Chair Lindseth asked what level of teaching experience the students have to demonstrate before entering the MUST Program. Dr. Corrigan replied most of them do not have teaching experience before entering the MUST Program. This is because they are coming from the content areas. She said most of those entering the program are recent graduates; there was a time when it was 50% recent graduates and 50% career changers.

Chair Lindseth asked if they received participants from other places other than the Cleveland area. Dr. Corrigan replied that they do attempt to recruit from universities that do not have graduate level licensure programs.

VI. Overview of CSUTeach • Dr. Joanne E. Goodell, Professor of Mathematics Education, Department of Teacher Education and Faculty Senate President (see Attachment #2). Dr. Goodell began her remarks by providing an overview of CSUTeach. She said that CSU is a member of the National UTeach Program. They began at CSU in 2009 with their first students in 2010. Soon they will graduate their third cohort of students who are undergraduate and post-baccalaureate students. She said when a student arrives they advise them on both the CSUTeach program and the MUST Program so they can come into either pathway. She said undergraduates can begin the CSUTeach program as early as their freshman year.

Dr. Goodell explained Step 1 (first experience in the classroom; teaching two scripted and guided lessons with a partner over the course of a Semester with the assistance of a Master Teacher) and Step 2 (which is focused more on assessment) of the CSUTeach. These two courses replace the introduction to teaching sequence across the State of Ohio. Most other institutions do not have the field experiences associated with their programs and it is not split into these two pathways. She said there is an 85% retention rate from Step 1 to Step 2.

Chair Lindseth asked if Step 1 was a one credit course. Dr. Goodell replied yes this was a one credit course. Their first experience in the classroom is in an elementary setting and they try to work it in the best way it fits a student's schedule.

Chair Lindseth followed up with another question and asked what would be the content of the course beyond their teaching experience. Dr. Goodell replied the students also learn about the inquiry based lesson plans.

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Dr. Goodell continued and said CSU agreed to implement the program to the best of their ability and they were annually evaluated for four years. They are now accredited as an UTeach institution. She said a lot of the things that are unique to their program came from the UTeach model.

Chair Lindseth posed another question and asked if the forty institutions involved with UTeach are all public universities. Dr. Goodell replied that these were public and private institutions. CSU is the only UTeach institution in the State of Ohio.

Chair Lindseth asked what the admission requirements were for the CSUTeach program. Dr. Goodell repl ied that you do not have to be admitted to the College of Education to take those two classes. After Step 2 they have to be admitted to the College of Education.

Regent Lindseth asked if this was predominately secondary school teaching. Dr. Goodell replied that yes, this is secondary school teaching. However, they begin their experience in elementary school teaching.

Assistant Deputy Chancellor See asked what some of the barriers were. Dr. Goodell replied that some of the barriers were bureaucracy and administration.

Chair Lindseth asked if CSU was just beginning with edTPA. Dr. Goodell replied no they are not. They actually volunteered to begin using edTPA in 2011 . She said it is a great performance instrument. She is not as pleased with edTPA as a way of validating and accrediting teachers, for no other reason than it takes the evaluation out of her hands.

Regent Ackerman asked if there are some other deviations from the National UTeach program that CSU has in mind. Dr. Goodell replied that UTeach provides institutions templates for each course and there are various features within each course that are supposed to be taught. She said that when the evaluation is done student work samples are submitted along with the grading effect of student work etc. She said for the most part she was happy with this.

Regent Ackerman followed up with another question and asked if CSU was in an 'UTeach Network'. Dr. Goodell replied yes, herself, Dr. Debbie K. Jackson, and two students will attend the National UTeach Conference on May 19th in Austin, Texas. Dr. Debbie K. Jackson, Associate Professor added that there will be forty other professors that teach the same subject that she does at the UTeach National Conference. She said that they are able to share a wealth of information and this helps tremendously. Dr. Goodell said over a two-year cycle there is a workshop for every course at the conference.

Regent Ackerman asked what were the challenges of implementing project-based learning activities in the environment of 'high stakes' testing. Dr. Goodell responded that the reality of implementing project-based instruction is much different than to be desired than in theory. She gave an example of a student that she is currently supervising at a school that is project-focused. This school is focusing on technology, STEM and they work in teams. She said there were barriers for students so they were unable to work on a team or on a project for different reasons.

Dr. Zachariah asked Dr. Goodell to make comments about the internships. Dr. Goodell said as part of the grant, students have a paid internship to have what is essentially a 'part-time' job. She said most of these internships involve tutoring and other educational related activities. This enables them to get experience and build their resume. She said it has been a fantastic success but they are running out of funding .

Chair Lindseth asked if all of the students are afforded this opportunity. Dr. Goodell replied that they have to have a certain grade point average and cannot perform more than twenty hours per week with an internship. Dr. Zachariah made comments about improving the quality of teachers by having more programs like this and having paid internships for teachers in the State of Ohio.

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VII. Overview of CREATE- (see Attachment #3) Dr. Tachelle Banks, Associate Professor, Special Education, Department of Teacher Education and current Co-director of Project CREATE and Dr. Debbie K. Jackson, Associate Professor of Science Teacher Education, College of Education and Human Services and current Co-director Project CREATE. Dr. Banks began by saying that CREATE is an effort to redesign early childhood, middle childhood and special education programs. She distributed a process model that describes how CREATE programs are qualitatively different from traditional Teacher Preparation programs- they are increasing the clinical requirement for special and early childhood commitment. She said this really belongs to the program faculty to look at their programs and truly reform what they plan to offer under Project CREATE.

Dr. Banks said there are three rotations and seminars that they have imbedded in this model that begins the second part of their four year program. The rotations are designed to better bridge theory and practice. They were strategic in designing something that could be universally applied across programs. She explained the hours and what was contained in the rotations and internships.

Dr. Banks finished by saying that one of the key components of CREATE is the Professional Development component which is a summer institute. The Martha Holden Jennings Foundation funded this portion of the program and it is a week-long opportunity for skill-building sessions that will teach participants about CREATE teacher preparation programs. She said she hopes this will address the question of what each person's role is in CREATE as they refine the program.

Chair Lindseth asked if this was the first year of the CREATE Summer Institute. Dr. Banks replied yes but her hope is that it will be able to be held annually. She said they invited a large group on individuals but the first fifty registrants will receive a grant-funded monetary incentive for attending.

Chair Lindseth posed another question and asked how they get the clinical teachers to participate in these very demanding programs. Dr. Goodell said it has been increasingly difficult with the new teacher evaluations. She said they have been lucky with CSUTeach because they are much more hands on. Dr. Jackson added that she thinks that the internships have assisted in this because they will have an internship in the school and also have their field placement in that school. Dr. Zachariah added exposing the students to the field before they do their actual student teaching enables them to be much more prepared. They are looked upon by the mentor teacher as an asset. Dr. Banks said that they want to increase the quality of candidates so that the outcomes of the students improve. She said they have to show how effective their candidates are and how does that relate to K-12 outcomes.

Assistant Deputy Chancellor See asked about the preliminary outcomes. He wanted to know if CSU has had a chance to evaluate the value added data for some of their programs. Dr. Goodell replied that they do not have access to the information in her program. Dr. Zachariah added that the value added data is limited to the 4 th through 81h grades. He said they do not have enough graduates from CSUTeach for the data results. Dr. Goodell said one of the obstacles is having access to the data to know where the students are after they graduate.

Regent Ackerman asked about instructional technology and the role it plays in all of the programs. She said she wants to know how that affects students when they have received training with various kinds of instructional technology and they go to places and that technology is not available to them. Dr. Zachariah said this is a conversation that they are having with the BOR relating to the Transfer Assurance Guides. He explained the past and present technology expectations and said one of the things they have done in CREATE is technology seminars that are associated with the expectations. He said the skillset of preparedness relating to lack of technology has to be developed in all of CSU gradates in all of their programs.

Assistant Deputy Chancellor See asked if they have presented this information to the Dean's Forum. Dr. Zachariah said yes and it was very well received. He said both Kent State University and the University of Akron have looked into CSUTeach.

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Assistant Deputy Chancellor See posed another question and asked if this information was documented for those that may start to look at state policy. Dr. Banks replied that they have begun the process for CREATE and published a manuscript. They hope to be able to continue this process and share this with other institutions as they move forward.

Dr. Zachariah commented that if the state continues to move in the direction of clinical programs they may move from an excess supply of teachers to a teacher shortage. Dr. Goodell said that this is due to it being more expensive and fewer students will be able to get in the programs.

Relating to grants, Dr. Goodell said she currently has four grants (two National Science Foundation grants; one Department of Education grant; and one Choose Ohio First grant) for approximately $5M to support the CSUTeach Program . .Dr. Jackson added that the collaboration with the College of Science has spurred two other National Science Foundation grants (in the Mathematics department and the Engineering College).

VIII. Open Discussion Chair Lindseth thanked the presenters for their exciting presentations. She said that they are in an exciting field with new ideas.

Assistant Deputy Chancellor See asked if they were thinking of any other systemic ways of tracking graduates. Dr. Zachariah replied this is probably the most difficult of all of their reporting. He said tracking them in the public school sector will be easier. But tracking them in private schools and when they leave the state will be the issue. Assistant Deputy Chancellor See said they are trying to give institutions access to employment/wage data as a way to assist them with this task.

Chair Lindseth commented that she would like to see elementary school teachers with stronger mathematics backgrounds. This would enable them to have a better understanding of fractions, decimals, and teaching these concepts. Regent Ackerman added that there should be content areas at the elementary level.

IX. Adjourn Chair Lindseth asked if there were any further items to be brought before the subcommittee. There being none, Chair Lindseth declared the subcommittee meeting adjourned.

1 ,L. ·~· , 0 ~ln. L ·~~ Ohio Board f Regents DJte 7

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MUST MASTER OF URBAN SECONDARY TEACHINI3

Cleveland State University Masters in Urban Secondary Teaching (MUST) Outcomes Rubric

Social Justice Urban Teaching Urban Schooling & Commynities Resilience, Resistance, & MllST Tbe MUST imero. is a reflective, The MUST UUen. promotes llle MUST iptem demopstrates a. stJong Persistence

Qufa)m~: ~espopsjve teacper-lead~ who st\Jd,eiits'learnillg by utilizing COID.IQitlp®J W u:riwl schooli.Qg aQd The MUST intern addresses I

successfiilly addresses the .effects Af culturally relevM~t 1.\lld CODUilunity activism. the complexities and demands

Assessment: race, class, gende{, apd.llitgllistic responsive pedagogy. of urban setJings by difference on stud~nt acQie.vement responding appropriately wJth

resilience, resistance, and J)ersistence.

l. Recognize and respect their own and 1. Encourage their students to 1. Demonstrate an understanding of the 1. Use personal and professional their students' personal, social, and actively participate in creating relationship between schools and the reflection to transform cultural uniqueness and understand and governing their own community, and of the community factors challenges related to student how these attributes affect teaching learning experiences and that influence students' learning processes achievement into positive and learning environments, including and academic achievement learning experiences

Proficient: 2. Reflect on and address effects of race, assessment procedures ~.Promote their own and their students' 2. Devise creative, relevant class, gender, linguistic difference, 2. Relate achievement to teaching abilities to make informed, socially- solutions to planning,

As ability, and sexual orientation on their strategies by reflecting on conscious, democratic decisions within the classroom management, demonstrated own and their students' achievement strategies and adjusting teaching classroom, the local community, and in a school, and community

by artifacts and ~·Use this information to engage their and assessment practices to wider forum challenges reflections, all students, to promote intrinsic meet students ' individual and ~.Develop and teach lessons that are ~ . Use personal resources to MUST interns: motivation, and to encourage personal, group needs explicitly relevant to the conditions and respond to a lack of school

professional risk-taking 3. Develop range of relevant, needs of students' lives and communities resources. 4. Promote their own and their students' holistic, learner -centered (e.g., family concerns, transience, violent 4. Intern selected criteria:

development of personal, school, and curricula that utilize available events, poverty) community literacies by using resources and produce authentic 4. Incorporate artifacts from students' lives effective, culturally relevant classroom results and communities into their teaching and practices 4. Intern selected criteria: utilize authentic activities and assessments

:5. Intern selected criteria: ~·Intern selected criteria:

MUST MASTER OF" URBAN 8t:CCNOA.AV TEACl-tiNB

Cleveland State University

MUST Program • Partnership model with designated Cleveland State faculty and school site coordinators at partner

schools with identified outcomes unique to the program • l4month program leading to Ohio licensure and a master's degree • Four semesters of classes at CSU • Partner schools include Euclid High School, New Tech West and the John Hay Campus • Year-long intensive internship focused on urban schools and social justice • 15th year, with 90% hiring rate, 80% retention rate of hired teachers, 30% of graduates hired in

partner schools (data collected through year 1 0) • Recipient of multiple state awards (Best Mentor, Best Student Teacher, Best Supervisor, Best

Licensure Program) and national awards (AERA, ATE, Council of Great City Schools, and the Holmes Partnership)

MUST Interns • Strong content knowledge with pre-requisites completed prior to the start of the program • Committed to urban schools and social justice

MUST Schedule • Interns follow school schedule across full year (late August through April) • Early field experience during first summer semester through Cleveland Recreation Department • Teach a two week unit and additional classes during Mon-Thurs half-day practicum in fall • Full day schedule at school sites during student teaching • Teach mentor's schedule and implement the coteaching model during 3'd quarter • Interns complete teacher research project, the edTPA, eportfolio and Coordinator Reviews

Matching Process • Interns visit all potential mentors in appropriate subject area at all partner schools in May • Mentors and interns have significant input into intern/mentor matches • Interns are also matched with the MUST coordinator or part-time supervisor for classroom

observations and supervision following OFS procedures and documentation

Mentor Duties • Provide ongoing feedback to intern throughout year • Complete two observations and mid-semester/end-of-semester evaluations during practicum and

student teaching • Attend start-of-semester, mid-semester, end-of-semester, and four post-observation conferences

with intern and university supervisor during practicum and student teaching • Participate in two school site meetings per semester • Attend intern's teacher research presentation in January/February

Mentor Benefits • Stipend of $400 per semester • Professional development and teacher research opportunities • Collaboration with other mentors, interns, site coordinator, and dedicated Cleveland State faculty

Cleveland State CSUTeach

Joanne E. Goodell Department of Teacher Education

UTeach at Cleveland State • Initiated in Fall2010

• CSUTeach Staff now includes: • Project Coordinator • Master Teachers (2)

• CSUTeach Student Services Coordinator • Induction and Development Coordinator

llijrj1Jj] ~· ~/

What is UTeach Nationally • Created University of Texas at Austin

in 1997. • 40 universities across 12 states now

implementing UTeach program. • STEM focused

liTeach at Cleveland State • CSU Faculty Involvement

• College of Science • Meredith Bond-Steering Committee Member

• Biological, Geological, and Environmental Sciences (BGES) • Jeff Dean-Steering Committee Member

• Chemistry • DovidBall

• Department of Civil and Environmental Engineering • Stephen Duffy-Steering Comminee Member

• Curriculum and Foundations • Selma Vonde.rweU-El!I' 302

• Eleetrical and Computer Engineering • Nigamanth Sridhar-Steering Committee: Mtmber

I •

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UTeach at Cleveland State • CSU Faculty Involvement

• Mathematics • John Holcomb-Steering Committee Member • Greg Lupton- Former Co-PI, Steering Committee

Member • Antoinette Marquard-MTH 201, Steering Committee

Member • Carol Phillips-Bey-Steering Committee Member

• Physics • Miron Kaufman-CSI.ITeacb Co-Director • Ulrich Zurcher and Petru Fodor-PHY 300

UTeach at Cleveland State • Internships

• Money Available for Internships • $12.00 per hour

UTeach at Cleveland State • Currently 110 active students • WETeach@CSU student organization • Over 50 teacher connections throughout

Cleveland • Step 1 and Step 2 free credits • CMSD partnership

CSUTeach Partners Department of Teacher Education College of Science College of Mathematics Department of Physics Department of Chemistry Ohio STEM Learning Network Department of Curriculum and Foundations College of Education and Human Services Department of Biological, Geological, and Environmental Sciences Department of Electrical & Computer Engineering Department of Civil and Environmental Engineering

4/17/14

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Pt~o"'&"Ssionall,

Collabmrati:ve,

In tegr.ati~e,

Clini(}all Model

for preparing

teachers

Curriculum Redesign Effort Advancing Teacher Education

,.

CREATE Clinical Components

Rotation & Seminar I: 1-Introduction to the Profession and Social foundations

Setting the Context •22.5 Instructional hours+ 15 Seminar hours+ 45 Clinical hours

Rotation & Seminar II: • Licensure specific assessment and methods courses

Assessment & Instruction ~ 37.5 Instructional hours+ 15 Seminar hours+ 75 Clinical

hours

Rotation & Seminar III: ~Advance licensure and assessment course and Ed. Psych.

Students as Learners •37.5 Instructional hours+ 15 Seminar hours+ 75 Clinical hours

Internship 1: • Practicing the profession with significant reflection •30 Instructional hours+ 15 Seminar hours+ 180

Practice & Professionalism ;--C_lini_·c_al_ho_ur_s ___________ _,

'~----------------------------------~ Refining the practice of the profession with significant reflection

Internship II:

Teachers as Leaders 22.5 Seminar hours + 405 Clinical hours

CREATE Terms Professional preparation of teachers is akin to that of physicians, lawyers, nurses, etc. Collaborative captures the relationship that exists between K-12 schools, teacher candidates, colleges of education, and faculty therefore meeting the needs of all relevant stakeholders. Integrative bridges the gap between knowledge and skills and between theory and practice. Clinical is the emersion of candidates in K- 12 schools early in their program ofstudy. Rotations are a period in which a prospective teacher candidate, in the clinical part of his/her education passes through various 'working' services in 16-week blocks. Students will experience integrated course content, engage in clinical field experiences and reflect on their novice and guided practice of teaching. Seminars comprise of a group of prospective teacher candidates engaged in the clinical practice of teaching under the guidance of a professor who meets regularly with them to discuss their clinical experiences and reflect on their practice. Internships prospective teacher candidate undergo supervised practical training and gaining supervised oractical exoerience in teachin!!.

The CREATE Summer Institute

Held at: Cleveland State University

Fenn Tower Ballroom, 3rd Floor 1983 E. 24th St.

Cleveland, OH 44115-2214

Hosted By: Cleveland State University

College of Education & Human Services

Funded by: The Martha Holden Jennings Foundation

& Cleveland State University_ s College of Education and Human Services

~ .. "' Martha Holden Jen:nings Foundation

THE CREATE Institute The 2014 CREATE Summer Institute Professional Development Consortium features skill-building sessions that will teach participants about CREATE teacher preparation programs. Participants will become familiar with the current trends and needs ofpartnering urban PreK-12 schools and districts. Participants will also learn about co-teaching and collaborative teaching arrangements, planning practices, and preparation practices. Field professionals who are committed to developing and maintaining high-quality learning environments with a focus on co- teaching and collaboration will conduct each session. Participants will . ...

1. Learn the CREATE curriculum enabling them to serve as knowledgeable mentor teachers for pre-service teachers

2. Serve as lead teachers in their buildings and facilitate the professional develop­ment school model with the university faculty members and supervisors

3. Improve their knowledge and skills in co-teaching with colleagues including pre­service teachers

CREATE Institute Objectives August 11-14, 2014

1) The Role of the Faculty in CREATE Programs

• Learn the CREATE curriculum enabling them to serve as advisors and instructors in the CREATE program

• Serve as CREATE Fellows within the college and assume significant leadership roles in the program

• Improve their knowledge and skills in co-teaching with colleagues including PREK-12

2) The Role of the Mentor Teacher in CREATE Programs

• Learn the CREATE curriculum enabling them to serve as knowledgeable mentor teachers for pre-service teachers

• Serve as lead teachers in their buildings and facilitate the professional development school model with the university faculty members and supervisors

• Improve their knowledge and skills in co-teaching with colleagues including pre-service

3) The Role of the Supervisor in CREATE Programs

• Learn the CREATE curriculum enabling them to serve as supervisors to pre-service teachers across five different experiences

• Serve as CREATE Fellows within the college and in the preK-12 community enabling them to discuss CREATE requirements with preK-12 teachers and CSU pre-service teachers

• Improve their knowledge and skills in co-teaching with colleagues including faculty and preK -12 teachers

II II II

KEYNOTE SPEAKER August 13-14, 2014

Leading the Co-Teaching Dance:

Leadership Strategies to Enhance Team

Outcomes

Dr. Wendy Murawski is a tenured full professor in the

Department of Special Education and the Eisner

Endowed Chair for the Center for Teaching and

Learning at California State University, Northridge.

She obtained her M.A. in Special Education and her Ed.S. in Educational Administration from the College

of William & Mary and her Ph.D. from University of

California, Riverside with an emphasis in Special

Education, Collaboration and Research. Her areas of

research are on the inclusion of children with special

needs, and most specifically on collaboration and

co-teaching between educators. Dr. Murawski's fourth

book co-authored with Lisa Dieker is entitled "Leading

the Co-Teaching Dance: Leadership strategies to

enhance team outcomes." Dr. Murawski is the CEO &

President of the educational consulting company, 2

Teach LLC (www.2TeachLLC.com).

Additional Titles

1. Murawski, W. W. (2009). Collaborative teaching in secondary schools: Mak­

ing the co-teaching marriage work! Thousand Oaks, CA: Corwin Press.

2. Murawski, W. W. (2010). Collaborative teaching in elementary schools: Mak­

ing the co-teaching marriage work! Thousand Oaks, CA: Corwin Press.

3. Murawski, W. W. & Spencer, S. (2011). Collaborate, communicate, & differen­

tiate! How to increase student learning in today 's diverse schools. Thousand

Oaks, CA: Corwin Press.

2014 CREATE Summer Institute Registration NAME: ORGANIZATION: ------------------ -------------

MAILING ADDRESS:

City, State, Zip code: _________________________________ _

Phone: Email: ----------------- ----------------

1 All Participants will receive:

• Certificates of attendance !

I : Co-Teaching Book written by keynote speaker.

Additional resources from CREATE Summer Institute.

CEUs will be available for mentor teachers ' ' I +

1 Cleveland State Faculty, University Supervisors and Mentor Teachers will also receive:

i 1 • $100.00/day for each day ofthe Institute attended.

i • Certificates of attendance and be recognized as a Martha Holden Jennings

CREATE Fellow

Days of Attendance: Please indicate days of attendance

1 o Monday - August 11,2014

o Tuesday-August 12, 2014

Registration Includes:

o Wednesday -August 13, 2014

o Thursday- August 14, 2014

• Continental Breakfast & Lunch

• Resources and Certificate of Attendance

• Parking

Mail completed registration forms to: CREATE@csuohio.edu

For additional information email: Dr. Tachelle Banks, Project CREATE Co-Director

2485 Euclid Avenue, Julka Hall 307

Cleveland, Ohio 44115