Model of Professional Learning that Supports Evidence-based, Collaborative Services Dan Salvucci & Susan Lenihan Fontbonne University Best Practices In Mainstream Education Rochester, NY 2018
Model of Professional Learning that Supports
Evidence-based, Collaborative Services
Dan Salvucci & Susan LenihanFontbonne University
Best Practices In Mainstream EducationRochester, NY
2018
Contributors
▪ Kelsey Large, M.S.
Teacher of the Deaf
Ohio Public Schools
▪ Deborah Mongillo, M.S.
Teacher of the Deaf
CREC/Soundbridge
Wethersfield, CT
▪ Alyssa Nappi, M.S.
Clarke Schools – Northampton
Northampton, MA
▪ Jenna Voss, Ph.D.
Fontbonne University
St. Louis, MO
▪ Catherine Worrall, M.S.
Teacher of the Deaf
Clarke Schools – Boston
Canton, MA
Prediction is very difficult, especially if it's
about the future.~Neils Bohr
What challenges do we currently face?
▪ Access to preparation programs
▪ Quality of professionals in field placement settings
▪ Accessibility for students enrolled in programs
▪ Others?
CHALLENGE:
Providing access to preparation program
SOLUTION:
Use of distance technology
Considerations for the use of Distance Technology for Instructional Delivery
Models of Delivery Face-to-face (not using tech)Fully Online (Asynchronous)Videoconferencing (SynchronousHybrid
Software Platform Cisco/Tandberg MOVI Jabber VideoZoomAdobe ConnectOOVOOGoogle HangoutsWebeX
Collaboration Small group discussion, Peer-to-peer with others
Skype, gotomeetings, FaceTime, Zoom
University or Accreditation Parameters
Courses types per student preferenceNumber of sessions within a courseInternational students
Online, F2F, Distance
Govt. restrictions
Scheduling Class Time Time ZonesPracticum versus coursework
Student Advising & Conferencing In person (requiring travel)Through distance technologyBoth
Regional Faculty
Meeting needs in the northeast…
According to the 36th Annual Report to Congress on the Implementation of IDEA (US Department of Education, 2014)…
▪ almost 60% of students who are D/HH ages 6-21 spend over 80% of the school day in the regular classroom
▪ nearly 75% of these students are spending more than 40% of the school day in general education.
▪ Johnson (2013) reported that students who are D/HH are primarily educated in inclusive settings; 39.8% all of the day, 17.8% most of the day, and 19.8% some of the day.
Retrieved from: http://www.footballwallpapers.us/map-of-northeastern-united-states/map-of-northeastern-united-states-pict-history-and-culture-a-2012-2013-northeast-of-usa-409-x-438-pixels/
Meeting needs in the northeast…
Why inclusive educational settings?
▪ Technological development and policy changes have increased the likelihood that children who are D/HH will receive services in inclusive general education settings (35th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2013; Gallaudet Research Institute, 2011).
▪ Despite these advances, many children who are D/HH are not benefitting from these developments, due to the critical lack of qualified personnel in inclusive settings (Spencer & Marschark, 2010).
Fontbonne Clarke Northeast Collaborative (FCNC)Preparing Educators to Serve Children Who Are Deaf/Hard of Hearing in Inclusive Educational Settings
• 39-41 credit hour, graduate program
• Recruits and retains scholars in the northeast region
• Hybrid approach using synchronous distance technology and F2F
• Cohort groups of full-time students
• Four semesters, 14 months• Postgraduate, one-year
mentorship program
Critical Components to
Program Success
•Classrooms
•Curriculum & Assessments
•Audiology EquipmentPracticum Sites
•IT SupportTechnology &
Software
•Infra-structure
•Internal and External NetworksBackbone
•For students
•For instructors
In-services &
Workshops
•Online library access
•Readings posted on Schoology
•Emailed in advanced
Library & Instructional
Materials
•Academic Supervisor observations & feedback
•Student Conference Attendance
•Cohort Building Events & Activities
Travel Expenses
Collaborative Relationships & Partnerships
Partnerships are key to success!
Philadelphia
New York
Northampton
Boston
Connecticut
New Jersey
Distance Technology – hybrid model
MentoringOne Year Post Graduation Requirements:
▪ Presentation
▪ Observation & Feedback
▪ Forum Postings
▪ Building a Social Pragmatic Skills Program within an existing curriculum
▪ Formalizing a mathematics curriculum for high achievers
▪ I.E.P. Development
▪ Strategies for D/HH students with Additional Needs in Inclusive Settings
Survey of Grads & Current Students
Construct Description
Quality of Experience Engaged in coursework
Student Learning
Rapport with Instructors
Collaboration with other students
Technical Videoconferencing clear to standards
Backbone
Instructors Engagement with students using videoconferencing
Ability to use technology
Location Videoconferencing Only
Videoconferencing with Instructor present
Videoconferencing w/o different technology
Evaluate!
Who is looking at the efficacy of these models?
What research is needed?
How should we connect in order to conduct said research?
Your thoughts & questions?
Selected References and Resources
Akarasriworn, C. & Ku, H., (2013). Graduate Students’ Knowledge Construction and Attitudes Toward Online Synchronous Videoconferencing Collaborative Learning Environments. The Quarterly Review of Distance Education, 14(1), 35-48.
Gallaudet Research Institute (April, 2011). Regional and National Summary Report of Data from the 2009-2010 Annual Survey of Deaf and Hard of Hearing Children and Youth. Washington, DC: GRI, Gallaudet University.
Gravani, M., Hatzinikita, V., & Zarifis, G., (2012). Factors Influencing Adult Distance Teaching and Learning Processes: The Case of the Open University. The International Journal of Learning, 18(5), 307-319.
Malinovski, T., Vasileva-Stojanovska, T., Joveski, D., Vasileva, M., & Trajkovik, V. (2015). Adult Students’ Perceptions in Distance Education Learning Environments Based on a Videoconferencing Platform. Journal of Information Technology Education: Research, 14, 1-19.
Selected References and Resources
Spencer, P. E., & Marschark, M. (2010). Evidence-based practice in educating deaf and hard-of-hearing students. Oxford University Press. Retrieved from http://books.google.com/books?hl=en&lr=&id=YbDE_Mx-uEAC&oi=fnd&pg=PR11&dq=spencer+and+marschark+2010&ots=TSc6WzRuds&sig=b6luacBziwrnr4IGd1BSky_YLo0
Stryker, D. S. (2011). Baseline Data on Distance Education Offerings in Deaf Education Teacher Preparation Programs in the United States. American Annals of the Deaf, 155(5), 550–561.
U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, 35th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2013. Retrieved November 10, 2014 from http://www2.ed.gov/about/reports/annual/osep/2013/parts-b-c/index.html .