Transforming Clinical Practice and
P-20 Partnerships
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Members of the Ohio Team
• John E. Henning, Associate Dean, The Patton College
of Education, Ohio University
• Michael J. Smith, Dean, College of Education and
Human Services, Lourdes University
• Cheryl Irish, Director of Accreditation and
Assessment, School of Education, Health, and
Society, Miami University
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Promising Developments
• Strong Partnership between the Ohio Department of
Education and the Ohio Board of Regents
• Formation of the “Ohio Clinical Educator Alliance” to
implement Blue Ribbon Panel Recommendations
• Statewide Collection and Distribution of Innovative
Practices related to the Implementation of Blue
Ribbon Panel Recommendations
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Big Challenge
The challenge - and the opportunity - lies in its scope
(“turning teacher education upside down”).
Moving to clinically-based teacher education will
require discovering a whole new way of thinking
about clinical preparation; translating that thinking
into a fundamentally different approach to teacher
preparation; communicating the nature and scope of
that transformation; and engaging our P-12
colleagues, constituents, and other stakeholders in this
endeavor.
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Big Idea
Develop the Ohio Clinical Educator Alliance into a fully
functioning Network Improvement Community that
1) fosters innovation in clinical preparation across the
state of Ohio
2) sets new directions for designing, pilot testing, and
researching new initiatives
3) collects and distributes data from pilot tests and
the implementation of innovative projects
4) collects and distributes data that demonstrates the
value added by teacher education programs
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December CAEP Alliance Meeting
Outcomes
Three Design Teams
• Clinical Partnerships
• Clinical Experience
• Clinical Educators
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Clinical Partnership Design Team
Problem
Weak understanding of what constitutes mutually
beneficial relationships
Aim
By 2/27/14 each state member develop at least 2
clinical collaboration statements (examples) regarding
mutual beneficial.
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Clinical Partnership Design Team
Solutions
Define the aspects of “mutually beneficial” for each
partner
1) Identify a few mutually beneficial areas/topics
(internal/external benefits)
2) Partnership (structures) - clearly articulating benefits to
all partners (MOUs)
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Clinical Partnership Design Team
Solutions (cont.)
3) Do onsite classes/co-teaching models benefit both
candidates and P12 learners?
4) Building a structure for partnership development independent of individuals involved
5) Foundations for relationships - one on one, don't "title",
come as peers/equals
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Clinical Experience Design Team
Problem
Weak system for assessing teacher candidate
performance in clinical settings
Aim
By March1, 2014, each participant will identify a
portion of the clinical curriculum, work with partners to
clarify the desired outcomes, and agree upon
measures of success, with a focus on P-12 student
achievement.
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Clinical Experience Design Team
Solutions
1) Inventory current approaches to assessing teacher
candidate performance in clinical settings
2) Pilot new initiatives in assessment
a Encourage multiple assessments
b. Design pilot projects that consider both big
data and more local, formative assessment
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Clinical Experience Design Team
Solutions (cont.)
3) Develop a communication strategy for
distributing the results of pilot projects and
assessment initiatives
4) Compile pilot project findings for the purpose of
aligning clinical assessments with the clinical
curriculum
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Clinical Experience Design Team
Solutions (cont.)
5) Create a vision for teacher candidate development
and performance that clarifies desired outcomes on a
developmental continuum that prioritizes student
learning as a measure of effectiveness.
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Clinical Educator Design Team
Problem
Lack of consistency in systems for defining the
qualifications for selecting clinical educators
Aim
By 3/31/14 each clinical educator CIC member will
gather information from stakeholders regarding
current and aspirational characteristics of suitable
clinical educators.
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Clinical Educator Design Team
Current solution
Take stock of current characteristics of clinical
educators in our programs and work with stakeholders
to redefine characteristics of suitable clinical
educators
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Clinical Educator Design Team
Possible future solutions
Selecting
• one person with a dual role - supported by District
and IHE
• collaborative agreement on the selection of clinical
faculty
• defining and creating the co-teaching team
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Clinical Educator Design Team
Supporting
• university faculty provides a regular presence in the
classrooms so that there is increased knowledge of
the school/teachers/principals to provide valid input
in selection
• Online training
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Clinical Educator Design Team
Retaining
• CEUs provided by the District for licensure renewal
• recognition as teacher leader - end of year
reception
• developing a leadership pathway
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Ohio Clinical Alliance Proposal
Form a State Alliance organizational
structure similar to National Alliance that
includes broad representation from
educational agencies and partners
across Ohio, e.g. ODE, OBR, BASA, etc.
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Ohio Clinical Alliance Proposal
• Title: Ohio Alliance for Clinical Preparation and
Partnerships (OACPP)
• Authorizing Agency: Ohio Board of Regents and the
Ohio Department of Education
• Oversight / Lead Agency: Ohio Association of
Colleges for Teacher Education (OACTE)
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Ohio Alliance for Clinical Preparation
and Partnerships (OACPP)
Purpose: The Ohio Alliance for Clinical Preparation and
Partnerships Committee is established for the purpose of
advancing and promoting practices and policies to transform
clinical preparation through collaborative partnerships among
schools, districts, and higher education by:
 Creating and communicating a vision and goals for
clinical practice;
 Sharing best practices, research and innovations;
 Identifying and addressing issues related to clinical
practice;
 Advocating for policies needed to support clinical
practice.
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Ohio Alliance for Clinical Preparation
and Partnerships (OACPP)
Committee Composition
 Higher Education – Educator Preparation (8)
• 4 from State Educator Preparation Programs (one of which is a Field
Director / Coordinator)
• 4 from Private Educator Preparation Programs (one of which is a Field
Director / Coordinator)
 PK – 12 Schools Representation (6+)
• Ohio School Board Association Representation
• Ohio Association of Elementary Administrators Representation
• Ohio Association of Secondary School Administrators Representation
• Buckeye Association of School Administrators Representation
• Ohio Federation of Teachers Representative
• Ohio Education Association Representative
 State Agencies
• Ohio Board of Regents (1) – Ex-officio
• Ohio Department of Education (1) – Ex-officio
•
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Ohio Alliance for Clinical Preparation
and Partnerships (OACPP)
Committee Leadership
 Co-Chair – PK-12 and Higher Education
Committee Responsibilities
 To review and revise (if appropriate) the purpose of the
committee
 To establish an organizational structure (Design Teams) and
process to fulfill purpose
 To provide coordination, communication and advocacy
 To establish yearly goals and provide oversight and assistance
in accomplishing goals
 To provide updates and report on achievements to OACTE /
State Leadership Committee / Key Constituents.
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Ohio Alliance for Clinical Preparation
and Partnerships (OACPP)
Design Team (Subcommittee)Structure – Design Teams may be
established to expand participation (Higher Ed. and PK-12) and
to focus on specific areas. Committee members would be
assigned to each Design Team to provide leadership,
coordination and support. The nature or focus of the design
teams may vary based on the goals/issues identified and
prioritized by the Committee. Depending on the goal or issue, the
task of the Design Team maybe to collect and share current
practices or to establish a group to address (study / develop
recommendations, etc.) the specific issue.
 Clinical Partnership Design Team
 Clinical Experience Design Team
 Clinical Educators Design Team
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Ohio Alliance for Clinical Preparation
and Partnerships (OACPP)
It should be noted that many innovated and transformative
initiatives have been started such as:
• The White Paper entitled Clinically Rich Teacher Preparation: A
Collaborative Commitment to P-12 Student Learning
• We also have examples of innovative practice and
partnerships from across the state as well as on-going research.
The OACPP Committee can coordinate, communicate, and
serve as an advocate for such initiatives. The OACPP committee
can model the collaborative partnership needed to maximize P12 student learning by providing high-quality clinical experiences.
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Comments / Discussion / Questions
• Ohio Alliance for Clinical Preparation and
Partnerships (OACPP)Proposal
• Share insights / innovations / initiatives / research
related to:
 Clinical Partnerships
 Clinical Experiences
 Clinical Educators
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What’s Next?
Future Meetings
Projects
Collecting and Reporting Data
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