Global Educators Cohort Program - Teacher Education

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Members: Lead: Harold Jonson - Members: Don Moores & Sue Rose

Charge:

Data collection, to the extent possible:
  • Last/next five years
  • National, vs. regional, state, or local resources
Data Collection Questions/Ideas/Realities:
  • can CED be a “center” for data collection?
  • can a collaborative relationship be established with GRI to gather, analyze and share needed data?
  • because of NCLB, the annually collected data by the AAD is becoming more problematic due to fewer and fewer K-12 programs responding to the request for annual information
  • how can ACE-D/HH facilitate/assist in the data collection process?
  • Data that points to the need for collaboration vs. indi pro + how our field has really changed, e.g., changing needs

Data Sets:
(Collected Data Tables)
  1. Deaf Education Teacher Preparation Programs: Deaf Ed Teacher Prep Pro Call List - phone question protocol>
    1. Programs:
      1. number of deaf ed pro that have, or may soon close
      2. number of single faculty programs and the related problems and limitations that such a program experiences
      3. number and quality of candidates for pro vacancies
      4. how long it took to fill ‘x’ deaf ed faculty positions + the characteristics of the offered positions, e.g., tenured, dual (i.e., deaf ed +++), teaching load, research expectations
      5. data re the changing designs, characteristics and requirements of deaf ed teacher prep pro
    2. Faculty:
      1. faculty topical/research interest...need to identify this for all the deaf ed faculty, this info could be used to establish topically focused “communities of learners”
      2. match of our faculty skills and the need of the field, e.g., MH...the lack of leadership in this area
      3. data on the number of deaf ed pro looking for faculty
      4. number of indi who are nearing retirement
      5. faculty diversity
    3. Students:
      1. projected number of indi needed for ‘x’ in the next five years
      2. number of teacher prep graduates
      3. student diversity
      4. where do our graduates go...teach, how long do they stay, how well do they do
      5. what are the knowledge, skills and experiences that our current/future teacher graduates need?
  2. Educational Programs:
    1. Students:
      1. EHDI infants/toddlers: how many, where, educational services, parental choices, learning abilities and needs
      2. 21st century perspective of needed knowledge + ? if this info applies to students who are deaf/hard of hearing d/hh
      3. the learning characteristics of our stu who are d/hh, e.g., 40-65% may have additional disabilities
      4. data on hard of hearing children, demographics, how many are using ASL as L2
      5. Mental health issues: leaders need to know about psychological testing, data on juveniel corrections numbers of deaf incarcerated, deaf youths in foster care, criminalization of deaf youth (how zero-tolerance policies) puts deaf youth in correctional systems with support services, psychiatric programs for deaf youth (put in facilties without support).
      6. data on educational interpreters...certification levels in preschool to hs programs, if we are to mainstream so many deaf children/youth (85%) future leaders need to know about certification standards of educational interpreters...
      7. data on deaf children who are exposed to deaf arts programs in school....deaf arts are important for the development of visual perception, visio-spatial intelligence, we need to capitalize on visual cogntion---can be done through the deaf arts.
      8. multiple disabilities..data on deaf children referred to psychiatric facilities, do these facilties provide support services? (most don't...only 4 or 5 programs in the country that do...) how can we make this info available to future leaders in their doc programs?
      9. data on deaf blind individuals....many are in public schools and have a range of giftedness to average intelligence...how can future leaders be aware of their needs...

Phone conversations between committee members indicates that the best way to gather information concerning "Deaf Education Teacher Preparation Programs" is to simply phone the Directors of each program to secure the needed information. Prior to such discussions a phone interview protocol and data entry form need to be developed. In relation to "Educational Programs," the committee members agreed to initially focus upon identifying and summarizing data found in the literature (see below).

Available Literature: