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Using a Rapid Prototyping Process to Transform Teacher Education Curricula

Using a Rapid Prototyping Process to Transform Teacher Education Curricula . Beverly Kopper , Provost and Vice Chancellor for Academic Affairs Katy Heyning , Dean, College of Education and Professional Studies

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Using a Rapid Prototyping Process to Transform Teacher Education Curricula

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  1. Using a Rapid Prototyping Process to Transform Teacher Education Curricula Beverly Kopper, Provost and Vice Chancellor for Academic Affairs Katy Heyning, Dean, College of Education and Professional Studies Ellyn M. Dickmann, Associate Dean, College of Education and Professional Studies University of Wisconsin-Whitewater

  2. NOTE A case study of: • How a College implemented a fundamental shift in culture through a rapid prototyping process to transform teacher education curricula—DURING hard times. • How good work was accomplished during hard times • Transformation that was sparked by the Red Balloon Project • Result = model guiding process

  3. WHO WE ARE University of Wisconsin-Whitewater • Four-year, coeducational, residential campus • Located between Madison, Milwaukee and Chicago • Enrollment: 11,615 • Undergraduates: 10,230 • Graduates: 1,385 • Employees: 1,286 • Faculty: 356 • Academic staff: 503

  4. SUSTAINING GOOD WORK Key conditions for sustaining good work in hard times* 1. Positive restlessness 2. Data about students and their successes 3. Academic and Student Affairs collaborate 4. Campus leaders work to increase understanding of the importance of student success *Kuh, Kinzie, Schuh & Whitt. (2011). Fostering Student Success in Hard Times. Change, July-August.

  5. HARD TIMES 2007-09 BIENNIUM • Cash lapse = $1 million • 2 percent pay plan in 2009 rescinded 2009-11 BIENNIUM • No pay plan • 16 unpaid furlough days = salary decrease of 3.065 percent • Cash sweep = $1.4 million • 1 percent across the board reduction = $693,068 • Additional base reduction = $2.8 million • 5.8 percent increase in employee cost of retirement

  6. HARD TIMES 2011-13 BIENNIUM • No pay plan • Health insurance cost to employees increased ($124-$341/month for family coverage) • Base budget reduction = $4.3 million in 2011-12 • Budget lapse = $2 - $3.5 million in 2011-12

  7. Setting/Background • University of Wisconsin-Whitewater Colleges • College of Education and Professional Studies (COEPS) historical perspective • Leadership transitions (provost, dean, chairs) • Campus and the college expectations • Challenges the college faced • Reputation in the state • External forces • Internal forces • Competitors

  8. TRANSFORMATION What had to fundamentally change? • Culture • From a culture of change that is “event” driven to a culture of ongoing change and continuous improvement • Prioritization of the many needed changes • Middle Child/Early Adolescent Licensure Program

  9. TRANSFORMATION TIMELINE Whitewater Normal School Circa 1980s – Current program created 2009 NCATE and state review 2010 Strategic priorities, faculty adoption 2011 Spring semester (awareness and planning process) 2011 Summer (15 weeks)

  10. LEADERSHIP CHALLENGES • Perspective • New Dean from the inside (pros and cons) • Context of hard times • Political turmoil targeting education in Wisconsin • Leadership Challenges • Low morale • Silo philosophy • Prior leadership history

  11. THE PROCESS • Sparked by the Red Balloon article • Lower cost, time to degree completion • Increase student participation • Respond to challenges of technology • Purpose set and known by all • Reward structures • Driving internal and external forces • Rapid prototyping model • Practical implications

  12. THE PROCESS • Phase I—At the onset of the summer work • Reflects support of leadership • Reflects Red Balloon Connection • Reflects good work during hard times • Cultural shift/transformation

  13. PURPOSE-CULTURAL SHIFT • Build cross-department relationships, knowledge base, and collaborations • Build cross-college relationships, knowledge base, and collaborations • Develop a resource list • Deadline: Presentation for College— Fall 2011 • Develop a prototype • What students should be, know, able to do, and have experienced by the end of their program(s) in the college

  14. DRIVING INTERNAL AND EXTERNAL FORCES • Internal • “Nothing will ever change.” • “It’s summer; no one is here.” • Student feedback • Employer feedback • Accreditation feedback • External • International, national, state, local

  15. RAPID PROTOTYPING MODEL • Definition • Testing, utilizing a group of techniques to approximate actual desired state/outcome • Advantages • Foster communication • Decrease development and implementation time • Minimize necessary changes • Focus on features for sustained/limited timeframe

  16. PROCESS DESCRIPTION • Phase II–During summer work • Reflects support of leadership • Reflects Red Balloon connection • Reflects good work during hard times • Cultural shift/transformation

  17. PROCESS DESCRIPTION • Logistics • Timeframe (summer) • Participants (availability and compensation) • Meeting times • Facilitation strategies • Recordkeeping • “The elevator concept”

  18. PROCESS DESCRIPTION • The frames • Historical perspective • Multiple attempts • Other changes/shifts in the college • Frameworks • The college’s mission • The college’s conceptual framework • NCATE standards • DPI requirements (more flexibility than perceived)

  19. PROCESS DESCRIPTION • Beliefs, philosophy, data/evidence • What students want/need • What students need to know, be, do have experienced • What we care about most as a college • Critical thinking; early and frequent and high quality field experience; rigor; risk-free; high expectations; collaborations, etc. • Literature review (supply and demand, employment data, etc.)

  20. PROCESS DESCRIPTION • Provost visit, Chancellor visit (dean stayed away) • Bold direction • “Leading edge not bleeding edge” • Be bold

  21. SUMMARY Phase III–Outcome –Reflects support of leadership –Reflects Red Balloon Connection end result –Reflects good work during hard times end result –Cultural shift/transformation end result –Bold direction

  22. SUMMARY • Department led – ownership given • “Dine and Design” • Department led • First step rearranging building blocks, improving quickly • Next step change program - acculturation • Ex: All methods courses will have a field component • All courses will address: Working with students and families, RTI, Classroom management, Diversity series requirement • Fall, 2012 new cohort launch • 2012-2013 curricular processes to new program • Fall, 2013 new program launch

  23. PRACTICAL IMPLICATIONS • Timing • Don’t stop (slow down…don’t stop) • Faculty champions • Support non-tenured faculty • Hire well • Visible responsibility, annual reports, strategic plans • Everyone finds “me” in the plan • Honor traditions and past efforts without dwelling on them • Vigilance – one eye looking in while the other looks out

  24. Comments? Questions?

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