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

Background

Background

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

Identifying Partners

Clarifying Values and Vision

Knowledge Acquisition + Application

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

Syllabus Enhancement Checklist

Enhancing Syllabi

Explicit Emphasis on OSEP Priorities

Areas of Emphasis in Redesigned Syllabi and Programs

Partnering to Enhance Field Experiences

• Practicum inventory• Work with cooperating teachers

Curriculum maps on ● assistive technology ● cultural diversity● linguistic diversity● ability diversity● CARA’s Kit

Kirkwood CC Curriculum Map

Kirkwood CC Curriculum Maps

MEASUREMENTS

Self Assessments KCC Faculty/Advisory Board

KCC Student Participants

Focus GroupsKCC Faculty

KCC Student Graduates

Syllabi Reviews KCC Faculty/Advisory Board

External Evaluator

LESSONS LEARNED

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*

Even if you’re on the right track, you’ll get run over if you just sit there.

Will Rogers