Ohio

Successes

Success / How We Did It
Established Ohio Deans Compact on Exceptional Children / Worked with the Ohio Department of Education (ODE), Office for Exceptional Children to identify state needs and parameters for the work of the Compact
Formalized mission, purpose, structures (e.g., committees), membership, and schedules / Developed a Statement of Beliefs, Bylaws, committee structures, and related processes (e.g., meeting format) to increase shared understanding and commitment to the work
Funded incentive grants to promote creation of dual licensure program models / Developed and issued an RFA; developed a web-based application process for accepting applications, vetting potential reviewers, and assigning applications to panel reviewers; and managed the overall award process (e.g., through the University of Dayton Research Institute (UDRI), ensuring subgrantee assurances continue to be met throughout the life of the award
Developed a community of practice (CoP) for incentive grant PIs and Co-PIs / Engaged grantee PIs and Co-PIs in quarterly CoP calls, quarterly meetings (in conjunction with the quarterly Compact meetings), poster session presentations during the annual conference, and related activities (e.g., CoP Dropbox folder)
Planned and held two statewide conferences and established a format for an annual event / Worked with the Compact Conference Committee to identify and execute plan (e.g., speakers, messaging, format, etc.)
Developed connections with Ohio higher education and K-12 associations, and national groups / Identified Compact member roles in representing associations such as State University Education Deans (SUED), Ohio Council of Professors of Educational Administration (OCPEA), and include “connections updates” during each quarterly Compact meeting; presented to SUED, OCPEA and other groups about the work of the Compact; held special event featuring AACTE CEO/President Sharon Robinson to extend the work of the Compact to Ohio deans, heads of teacher education, and others
Developed Ohio-CEEDAR partnership to leverage reform/improvement / Applied for (on behalf of the state) and secured relationship with CEEDAR as a cohort 2014 state; revised Compact bylaws to include Policy Committee beginning September 2015; developed TA blueprint; convened State Steering Committee

Challenges

Challenge / Strategies for Tackling
Existing licensure structures that create roadblocks to Compact-supported teacher preparation restructuring/redesign / Added ODE representatives of the Office of Educator Licensure and the Office of Teacher Effectiveness to the Compact and State Steering Committee; held meeting in May 2015 to initiate planning around potential licensure revisions
Lack of qualified providers to support/teach children with sensory impairment (e.g., VI, HI, DB) / Worked with the Compact’s Low Incidence Committee to create plan and priorities for developing a continuum of options (e.g., supporting professional development, creating course sequences leading to endorsement in sensory impairment for practicing intervention specialists, planning for VI collaborative/consortium preparation model)
Changing the mindset from “let’s fix special education” to “let’s fix the system” / Reinforced the importance of Pre-K-16 partnerships; used annual Conference to reinforce key messages; took steps to ensure that Compact membership is comprised by a majority of deans (including assistant/associate deans) rather than only special education faculty; developed Statement of Beliefs

Getting Started Advice

  1. Create forum (e.g., Compact) for engaging higher education, district/school personnel, association representatives, stateofficials, others in a collective conversation about changes needed to improve the state’s system of preparation and personnel development.
  1. Ensure that both the State Education Agency (i.e., ODE) and the State Agency for Higher Education (i.e., Ohio Board of Regents) are actively involved in setting the direction and providing leadership in implementing the work.
  1. Develop a core group (e.g., Compact Core Team) to ensure that decisions are made in a timely manner to support timely completion of agreed-on activities.