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. If you are interested in submitting a resources that you have already developed, for peer review, please see Initiative #17, also in this website.
  
• #17A: Some resources must yet be developed. Those members interested in developing one or more resources may work as individuals or in small groups to submit proposals through Initiative #17A, seeking support of their efforts.

We anticipate that the Framework and the new resources that are developed 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 new resources should anticipate how they might be best captured in this technologic venue.

For example, a resource – a lesson, a module, an activity – might be developed to help other teacher educators address a standard; it might be presented in text form and accompanied by a video clip that illustrates key elements of the resource and its concepts and practices.
Or, for example, a resource – a video/dvd – might be made related to a standard; it might be accompanied by a discussion of how this resource has been used productively in courses and in professional development.

Or, for example, a resource who is a person(s) who can share a particular perspective, or set of ideas, or argument related to one of the standards might be videotaped doing so and added to the resources relevant to a given standard.
Many other examples could be conceived and developed or identified for these purposes.

Submitting a proposal for the development of new resources for the Framework: Members and their colleagues who would like to submit a proposal for funding for the development of new resources should visit the website at Initiative #17A, and provide clear but succinct information on each of the following matters:

1.) the resource category of the Framework;
2.) the standard(s) that the resource will support;
3.) a description of the proposed resource;
4.) a rationale and justification for the resource;
5.) a brief plan for the development of the resource;
6.) a timeline; and
7.) a budget.

Peer review: All proposals 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 develop resources for distribution and use through this medium.
The committee will review the proposals using the following criteria questions:

a.) Will the proposed resource support the standard(s)?
b.) Will the proposed resource be representative of best practices in inclusive education?
c.) Will the proposed resource support inclusion across a range of disabilities?
d.) Will the proposed resource be provided in a format that can be readily shared with other teacher educators?

Based on the committee’s review, proposals for new resources will be approved, recommended for amendment, or rejected. Several proposals related to each component of the Framework may be funded. Proposals will be funded to assure the best use of funds and the highest quality results from this effort. The products of this work will also be peer-reviewed and, if accepted, shared with teacher educators statewide.

The committee will also review final products of new resources – prior to the issuance of payments, and prior to the dissemination of those products – to determine whether the products meet the intent of the initiative and are of sufficient quality to warrant dissemination to the teacher education community.

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: Multiple awards will be made, varying in dollar amount, depending on the scope of the effort proposed. It is expected that awards will average about $400. A reasonable budget should accompany the proposal. Funds may be used for stipends, incidental costs, and costs associated with production of the resources. When a proposal is approved, a letter will be sent from the HESC indicating the approval and the level of funding. The awards will be made using the vehicle of a “Consultant Agreement”; that is, expenses will be itemized and submitted by the recipient of an award, and payments will be made directly to that individual(s), at the conclusion of the effort. Because the consultant agreement is an arrangement between the HESC and an individual, no fringe benefits or indirect costs can be included in the budget.
Further, the process is a peer-review effort; the development and acceptance of a resource will be acknowledged as such through a certificate and letter of recognition from the HESC.

Time frame: This initiative is begun during the 2005-2006 fiscal year. Proposals for the development of new resources which require funding should be submitted as soon as possible, but no later than July 15, 2006; by August 15, 2006, all consultant agreements for this fiscal year must be executed.

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.