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 design 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.

This initiative builds off of Initiative #18: Seeds for Exploring an Inclusive Adolescent Teacher Preparation Program. Through that initiative, faculty members at Task Force institutions garnered the commitment their institutions and local schools toward the development of such a program. Through this current initiative, faculty members will work with colleagues in local middle and secondary schools to design an inclusive teacher preparation program for candidates at the adolescent level.

Form of the proposal: Those interested in submitting a proposal for Initiative #19 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 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.
   
   


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   Members of the team should present a set of activities that will be undertaken to design an inclusive adolescent teacher preparation program. In the set of activities, they:
   
   
   
   
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     would set a schedule of meetings during which they would discuss and work through the elements of the program design;
   
   
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     would meet with consultants from institutions that have already designed and implemented inclusive adolescent teacher preparation programs;
   
   
   • would meet with associated college faculty and school personnel whose knowledge and cooperation is needed to design and enact the program;
   
   
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     would share their developing design with representatives from the Office of Program Review in the State Education Department, securing their feedback and support for registering the new program when its design is complete;
   
   
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     would acquire and complete the forms necessary for registering the program with the State Education Department; and
   
   
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     would undertake other activities as needed to design the program.
   
   
   
   


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 program description and a proposal to the State Education Department for registering the designed inclusive adolescent teacher preparation program.



The awards: Several awards of up to $8,000 will be made in support of this Initiative. Members of the collaborative team can 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 2004-2005 academic year; funding for the 2005-2006 budget year will depend on the funding of the HESC.