REPORT ON THE OHIO CLINICAL ALLIANCE

OCTEO CONFERENCE

DUBLIN, OHIO

MARCH 6, 2015

The Ohio Clinical Alliance:

Transforming Clinical Experiences Through

Research, Innovation, and Collaboration

ORGANIZATIONLEADERSHIP

COMMITTEE8 IHE

REPRESENTATIVES8 K-12

REPRESENTATIVESTHREE DESIGN TEAMS

CLINICAL PARTNERSHIPS CLINICAL EXPERIENCES CLINICAL EDUCATORS

LEADERSHIP TEAM4 PR IVATE IHE ’S4 PUBL IC IHE ’SBATTELLE FOR K IDS FOUNDAT IONELEMENTARY ADMIN ISTRATORSSECONDARY ADMIN ISTRATORSBAS AOHIO SCHOOL BOARD ASSOCIAT IONOHIO PTAOHIO EDUCATORS ASSOCIAT IONAMERICAN FEDERAT ION OF TEACHERSOHIO DEPARTMENT OF EDUCAT IONOHIO BOARD OF REGENTS

PURPOSE

TO IMPROVE P-12 STUDENTLEARNING, THE OHIO CL INICAL ALL IANCE FOR EDUCATOR PREPARATION IS ESTABLISHED TO ADVANCE AND PROMOTE PRACTICES AND POLICIES TO TRANSFORM CLINICAL PREPARATION THROUGH COLLABORATIVE PARTNERSHIPS AMONG DISTRICTS, ASSOCIATIONS, AND HIGHER EDUCATION.

OUR COMMITMENT

WE ARE COMMITTED TO OHIO’S FUTURE TEACHERS WORKING SHOULDER-TO-SHOULDER WITH PRACTICING EDUCATORS ON THE REAL CHALLENGES OF STUDENT LEARNING FROM THE VERY BEGINNING OF THEIR TEACHER PREPARATION PROGRAMS.

LEADERSHIP TEAM ACTIVITIES

AUGUST RETREAT3 FOLLOW UP MEETINGSCOMMUNICATION WEBSITEFLYEREDUCATION STANDARDS BOARDESTABLISHED 3 DESIGN TEAMS

WHY IS THIS RELEVANT?

AACTESTRONGER AND LONGER EARLY CLINICAL EXPERIENCESNEW APPROACHES TO PARTNERINGPERFORMANCE ASSESSMENTSTEACHINGWORKSETS

BENEFITS TO ALL INCREASED P-12 STUDENT LEARNING

BETTER PREPARED FIRST YEAR TEACHERS STRONGER PARTERNSHIPS BETWEEN SCHOOLS

AND UNIVERSITIES

FOR TEACHER CANDIDATES: LONGER AND RICHER CLINICAL EXPERIENCES BETTERINSTRUCTIONAL AND MANAGEMENT SKILLS SEAMLESS TRANSITION TO FIRST YEAR TEACHING

BENEFITS TO PARENTSBETTER STUDENT TO TEACHER RATIOMORE INDIVIDUALIZED INSTRUCTIONMORE ATTENTION FOR YOUR CHILD

BENEFITS FOR TEACHERS AN EXTRA PAIR OF SKILLED HANDS MORE

OPPORTUNITIES TO DIFFERENTIATEPROFESSIONAL GROWTH

BENEFITS TO ADMINISTRATORSTWO TEACHERS IN THE CLASSROOMADDED CAPACITY FOR SERVING STUDENTS TEACHER PREPARATION ALIGNED WITH OTES

IF IT’S SO GOOD, WHY HAVEN’T WE DONE IT BEFORE?

RESOURCES STAFFING

BELIEFS ABOUT TEACHER PREPARATION BELIEFS ABOUT KNOWLEDGE CONSTRUCTION

AACTE PRESENTATIONDESIGN-BASED IMPROVEMENT RESEACHIMPROVEMENT SCIENCENETWORK IMPROVEMENT COMMUNITIES

ADDRESSES TWO PROBLEMS CHANGING HIGHLY COMPLEX SYSTEMS

SPEED OF CHANGE

HOW DOES OHIO CLINICAL ALLIANCE SOLVE THOSE PROBLEMS?

STATEWIDE COLLABORATIONDESIGN TEAMS TO SUPPORT COMPLEX

CHANGE PROCESS

HOW DOES OHIO CLINICAL ALLIANCE SOLVE THOSE PROBLEMS?

STATEWIDE COLLABORATIONDESIGN TEAMS TO SUPPORT COMPLEX

CHANGE PROCESS

SMALL PARTNERSHIP GRANTS

KAREN KAYE – BALDWIN WALLACE TODD HAWLEY – KENT STATE UNIVERSITY

MELISSA ASKEN EDGEHOUWS – MOUNT UNION UNIVERSITY

Design Teams

Clinical PartnershipsClinical ExperiencesClinical Educators

Clinical Partnership Design Team

Framework for Partnership Development

1. Collaborative2. Mutually beneficial3. Positive impact4. Sustaining and generative

Clinical Partnership Design TeamWho and how do we engage partners and stakeholders in this endeavor?

What current partnership models exist and how can we promote?

What specific roles and responsibilities need to be identified and assigned to each partner?

What are the best ways to keep the partners engaged in candidate selection and placements?

What are the most effective approaches to partnership governance and management?

What policies need to be in place to support and sustain dynamic partnerships?

Clinical Educator Design Team

Interview study1. Current/aspiring

2. Common Practice

3. Common language

White Paper evidence-based characteristics and

behaviors

INFORMED Practicemeasures & tools for selectivity

Clinical Educator Design TeamWhat should be the core qualifications, dispositions, and competencies of clinical educators?

What strategies are effective in recruiting highly qualified clinical educators?

What professional learning / development should be provided to clinical educators as part of continuous improvement efforts?

What systems of support are needed to promote continuous improvement, candidate retention, clinical faculty retention, P-12 student growth, and collaboration?

What metrics should be used to evaluate clinical educators and who should be involved in evaluation?

What strategies and incentives can be effectively used to retain highly effective clinical educators?

 

CLINICAL EXPERIENCES DESIGN TEAM

DEVELOPMENTAL FRAMEWORKEARLY CLINICAL ASSESSMENTSINTERVIEW STUDY

DEVELOPMENTAL FRAMEWORK

A L I G N E D W I T H O H I O & I N TA S C S TA N DA R D SH I G H L E V E RAG E T E AC H I N G P RAC T I C E SDY N A M I C , E VO LV I N G D O C U M E N TE S S E N T I A L F O R C L I N I C A L LY-B A S E D P R E PA RAT I O N

PERFORMANCE-BASED ASSESSMENTSFOR EARLY CLINICAL EXPERIENCES

B A S E D O NS TA N DA R D S H I G H L E V E RAG E T E AC H I N G

P RAC T I C E SC O M P O S I T I O N

D E S C R I P T I O NC H E C K L I S TR U B R I C

INTERVIEW STUDY

ASSESSMENT D IFFERENTIATED

INSTRUCTIONCL ASSROOM MANAGEMENT

CLINICAL EXPERIENCES DESIGN TEAM

How should placements be managed when large numbers of candidates need to be placed across a limited number of schools and districts?

How should the curriculum and field experience be blended and balanced?

What are the core practices to be demonstrated by teacher candidates during student teaching? How do we assess them?

What are the most promising instructional approaches for teaching the core practices?

What policies need to be in place to support and sustain integrated clinical experiences?

VISION FOR TEACHER EDUCATION

1. UNDERSTAND TEACHER CANDIDATE DEVELOPMENT IN THE FIELD

2. STRONGER THEOR- PRACTICE CONNECTIONS3. SYSTEM FOR DESIGING AND IMPLEMENTING INNOVATION IN TEACHER EDUCATION4. NEW APPROACH TO CONSTRUCTING KNOWLEDGE5. ADVOCACY VEHICLE FOR TAKING BACK THE PROFESSION