Purpose: Since 1995, the Task Force on Quality Inclusive Schooling has supported colleges and universities in the development of inclusive teacher preparation programs. This commitment is grounded in the observation that children and youth will have access to a high quality education only if their teachers understand the principles and practices of quality inclusive teaching. Over the past decade, many colleges and universities in New York State have developed, registered, and implemented teacher preparation programs that they have called “inclusive”; among them are some of the finest programs in the country. But in reviewing those programs, it is clear that more of them serve the elementary/childhood level than serve the secondary/adolescent level. Further, it is evident that some of the programs seem more like “parallel” programs rather than programs that integrate principles and practices of inclusive teaching.

The purpose of this initiative is to support the exploration for the development of inclusive adolescent teacher preparation programs among colleges and universities that are members of the Task Force on Quality Inclusive Schooling. The programs that this initiative will support must lead to candidate certification in adolescent education and special education. The programs can be bachelor level programs, masters level programs, or certificate programs. The programs might combine bachelors and masters degrees in 4+1 or 5 year programs. Other program structures are also encouraged.

The exploration that is supported through this initiative may result in subsequent proposals for program design (Initiative #19) and program implementation (prospectively, Initiative #20). Through this proposal, faculty members at an institution of higher education will determine the degree to which their institution and their colleagues in local middle and secondary schools are committed to and ready to start designing inclusive teacher preparation programs for candidates at the adolescent level.

Form of the proposal: Those interested in submitting a proposal for Initiative #18 should organize a team of collaborators within their institution and involve representatives from local middle and/or high schools. (Collaborations that involve high needs schools will be given preference over those that do not.) Together they will propose a “seed plan” that includes three parts:

1. 
   Members of the group should be identified by name, role, and institution or school. One faculty member should be named as the facilitator of the team, and that person will be designated as the contact person for the grant.


2. 
   Members of the team should present a set of activities that will be undertaken to explore the commitment and readiness of the institution and the schools for this work. In the set of activities, they:
   
   
   
   • might meet with each other and with persons who have authority to endorse such a program and partnership;
   
   
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     might survey faculty and teachers who would eventually have to be involved in endorsing, developing, and implementing such a program;
   
   
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     might develop a skeletal program plan as a start to further discussions and decisions;
   
   
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     might set a time-line for the work of designing and developing the teacher preparation program;
   
   
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     might engage in other actions that would explore the commitment and readiness;
   
   
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     would indicate how they will analyze and summarize the results of their exploration and prepare a report on their conclusions; and
   
   
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     would map out a “plan for designing a program,” if appropriate, as the next step.
   
   
   
   


3. Finally, members of the team should provide a proposed budget for carrying out their set of activities.
   
   

Expected outcomes: The outcome of this initiative will be a report on the “seed plan” effort. That is, the team will indicate (1) what activities were undertaken and (2) the degree of commitment and readiness of the institution and schools to design an inclusive adolescent teacher preparation program.
If the results suggest that the institution and local schools are not committed to and/or ready to design such a program, then the report will bring this effort to a close.
If the results suggest that the institution and local schools are committed and ready to design such a program, then the report will provide letters of commitment from the institution and from the partnering secondary school(s); in both cases, the letters should be signed by those who have authority to make such a commitment. If the results warrant it, the team will develop a “plan for designing a program,” which can become a proposal for Initiative #19 Designing an Inclusive Adolescent Teacher Preparation Program.

The awards: Several awards of up to $4,000 will be made in support of this Initiative. Members of the collaborative team will be compensated for their time and contributions, their travel costs and other expenses as proposed and approved. Funds may also be used for a salary offset and/or for stipends, for administrative and secretarial costs, and for costs associated with production of reports.

The award itself will be given to the designated institution of higher education for disbursement. Up to 8% of the total award may be used to cover indirect costs incurred by the institution. A reasonable, well-thought budget must be developed to specify anticipated expenditures. Fifty percent (50%) of the awarded funds will be forwarded to the designated institution when the proposal is approved. The remaining 50% will be forwarded upon the receipt of the report and a final budget.

Time frame: The first round of funding proposals under this initiative is set for the summer of 2004, and ends on August 15, 2004. Subsequent rounds will be supported in the 2004-2005, and 2005-2006 budget years, as well, pending funding of the HESC.