Teacher and Leader Preparation:
The Ohio Deans Compact (ODC) has provided incentive grant funding to Ohio IHEs through a competitive process to support the development of inclusive models of educator preparation to prepare all educators to work together to more effectively teach and support all children. Such programs are grounded in a commitment to inclusivity, equity, and social justice. A CEEDAR blueprint goal for Ohio is to support the full implementation of inclusive teacher preparation programs in Ohio IHEs with approved programs, as well as those submitting for program approval. Programs from across the state have received incentive funds to support these program improvement activities. A second blueprint goal is to expand IHE and school district involvement in the development and implementation of inclusive educator preparation models. Incentive funding for these simultaneous renewal activities has been provided to programs from cross the state to support these activities. These dual licensure programs emphasize supporting candidates as they learn to use high-leverage practices and evidence-based practices to ensure that those exiting educator preparation programs in the state can make effective decisions and use effective practices that improve outcomes for all students, including students with disabilities.
Ohio CEEDAR activities also include fostering inclusive leadership capacity through the development of a model program. Incentive funding has been provided to the University of Cincinnati, where faculty from leadership and special education are currently developing and beginning to implement this model program. In addition, Ohio has worked collaboratively with the Council of Chief State School Officers (CCSSO) and CEEDAR Center to improve inclusive leadership practices for current administrators as part of the Advancing Inclusive Principal Leadership (AIPL) project. The goals of this project are to a) Identify key components and content that should be included in inclusive principal PD across the continuum from preservice to novice to seasoned principals; b) support and disseminate a common set of standard resources aligned to principal leadership standards; c) determine the common gaps, questions and needs for inclusive principal leadership among targeted support schools; and d) coordinate the collaboration across the Ohio Department of Education’s Centers (under the umbrella of school improvement efforts) for the deployment and implementation of targeted supports, based on identified common needs.
Recognizing that the existing licensure structures present challenges for educator preparation redesign, the Deans Compact added a policy committee to the Compact framework to examine licensure/certification and make recommendations to prepare educator preparation in Ohio for a future in which inclusive education prevails. The policy committee includes representation from the Ohio Department of Education, Ohio Department of Higher Education, institutions of higher education, and the P-12 public educational sector.
Ohio/CEEDAR IHEs revised program curricula and course syllabi using Innovation Configurations to emphasize inclusive education through the use of high-leverage practices and evidence-based practices.