In 1999-2000, the Task Force on Quality Inclusive Schooling developed and published the Standards for Inclusive Teacher Preparation Programs. These standards were intended to guide institutions as they considered the design and implementation of teacher preparation programs that could claim a focus on authentically inclusive practices, and could do so with indicators of high quality. The Standards booklet has been well received in New York State and nationally, suggesting that the substance and form of the standards presented offer teacher educators a valued resource in their work of advancing toward inclusive teacher education.

Purpose: The purpose of Initiatives #17 and #17A is to make resources available that will augment the Standards. The Standards and the resources, together, will guide and support faculty as they design and strengthen their inclusive teacher preparation programs. Each resource will be clearly identified within the “Framework of Resources for the Standards for Inclusive Teacher Preparation Programs,” as developed through Initiative #16 [Planning Group: Laura Dorow (Leader), Ellen Contopidis, Linda Davern, Lois Fisch, Cathy Freytag, Diana Lawrence-Brown, and Steve Wirt]. The Framework is attached to this Request for Proposals. According to this Framework, a number of resources warrant development, use, and/or sharing with the full Task Force.

• #17: Some resources already exist and would be welcomed submissions to the Framework. We invite Task Force members and their colleagues to submit resources that they would like to have peer-reviewed and, if accepted, shared with their colleagues statewide. Resources can be submitted for peer review under #17.
  
• #17A: Some resources must yet be developed. If you are interested in developing such a resource, please go to Initiative #17A, also in this website.

We anticipate that the Framework and the existing resources submitted will be placed on and accessed through the HESC website (www.systemschange.syr.edu). This medium will allow for the broadest distribution and potential use of the standards and materials. Thus, proposals for submitting existing resources should anticipate how they might be best captured in this technologic venue.
For example, a resource – a lesson, a module, an activity, and so on – that has already been developed and addresses a standard might be submitted as is. Brief accompanying text might be submitted to illustrate key elements of the resource and its concepts and practices.
Or, for example, a resource – an article, a video, a prime source – that is available might be identified as a resource related to a standard, accompanied by a discussion of how this resource has been used productively in courses and in teacher education.
Or, for example, a resource who is a person(s) who can share a particular perspective, a set of ideas, or an argument related to one of the standards might be identified, with contact information provided; capsule descriptions of that person’s perspective, idea, or argument would be offered to guide users of the resource.
Many other examples of resources that already exist and would be of use to teacher educators across the state could be given for these purposes.

Submitting existing resources for sharing through the Framework: Members and their colleagues who would like to submit existing resources (that require no further funding) to be shared through the Framework, should provide brief responses on each of the following matters:

1. the resource category of the Framework;
2. the standard(s) that the resource supports;
3. a brief description of the resource, including naming its author-developer (assuring her/his acknowledgement in the Framework);
4. a rationale and justification for the resource;

They should then capture their resources electronically and submit it in the appropriate space.

Peer review: All resources will be peer-reviewed by members of the Task Force. This process will seek to assure the quality of the resources made available and promoted through the Framework. It will also recognize the quality of the contribution made by those who submit the resources for distribution and use through this medium.
The committee will review all resources submitted, using the following criteria questions:
a.) Does the resource support the standard(s)?
b.) Does the resource represent best practices in inclusive education?
c.) Does the resource support inclusion across a range of disabilities?
d.) Is the resource provided in a format that can be readily shared with other teacher educators?
Based on the committee’s review, the submitted resources will be approved, recommended for amendment, or declined.

Expected outcomes: The outcome of this Initiative will be a set of resources that focuses on the array of components of the Framework and serves as a resource for teacher educators. Together, the set of these products will serve as a robust adjunct to the Standards for Inclusive Teacher Preparation Programs.

The awards: No monetary awards will be given for the submission of existing resources. However, the process is a peer-review effort; the submission and acceptance of a resource will be acknowledged as such through a certificate and letter of recognition from the HESC.

Time frame: Existing resources may be submitted at any time through the website.

Framework of Resources for Augmenting the
Standards for Inclusive Teacher Preparation Programs

Standards for Inclusive Teacher Preparation Programs

1. The program has a conceptual framework that contains a strong inclusive focus and allows for growth and change of values, knowledge, and practices.
   
2. The program is served by a core group of full time faculty who are committed to inclusion and who work to deliver, sustain, and advance inclusive teacher education.
   
3. The program incorporates collaborative practices throughout such that collaboration is essential to program success.
4. The study of inclusion and inclusive practices is integrated with field experiences.
   
5. The program reflects a continuing commitment to research and evaluation that reflect the changing world of knowledge and practice on inclusion in education and society.
   
6. There is strong institutional support for inclusion and the program.
   
7. The program helps students achieve a broad knowledge base with depth of understanding in disciplines appropriate to their teaching.
   
8. The program prepares graduates who display values, use knowledge, and practice inclusively in four areas: children and youth, teaching and learning, collaborative relationships, and societal concerns.