Systemic Change Through Faculty Collaboration: Breaking Down Silos to Improve Outcomes for Students With Disabilities

• In Event: 18.037 - Examinations of Faculty Motivation and Engagement Within Current Sociopolitical Contexts for Teacher Education Reform

Abstract

Objectives or Purposes
Building on our collaborative culture, Brandman University’s School of Education faculty pursued a grant opportunity for technical assistance from the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) center. Our goal was to work collaboratively to improve outcomes for students with disabilities by improving our special and general education and administrative preparation programs. According to Sorcineilli (2007), “building interdisciplinary connections and communities of practice” (p. 8) is an important undertaking for faculty. Additionally, Baldwin and Chang (2007) highlight benefits of faculty collaborating, including “increasing prestige or influence, sharing resources, reducing costs and facilitating learning” (p. 27). Our goals included developing a School of Education mission for inclusion, infusing our new administrative services credential with content about students with disabilities, and developing a merged program for general and special education teacher preparation. Along with sharing the outcomes of our goals, our presentation offers recommendations for building and maintaining a collaborative culture and its importance for developing educator preparation programs focused on meeting the needs of all students.

Perspectives/theoretical framework
Collaboration is critical as faculty work towards the successful completion of common goals that benefit those pursuing teaching as a career. Baldwin and Chang (2007) stated that successful collaborations must have trust, communication, shared goals, and clear expectations for outcomes, all hallmarks of the collaborative efforts at Brandman University. According to Vanasupa, et al. (2012), “transdisciplinary approaches allow for multiple, co-existing viewpoints and utilize the discontinuities between views as a source for further inquiry and emergent understanding” (p. 173). This was clearly evidenced in the process and outcomes of our collaboration.

Methods, techniques, modes of inquiry
A qualitative approach to data collection and analysis was used to document the process and to allow for a continuous cycle of reflection as we pursued the completion of the project’s goals. Meeting agendas and notes, which were analyzed regularly, documented our processes and progress. Course syllabi, resources, assignments, Blackboard sites, and other content were also shared and analyzed. A matrix was developed to indicate how key topics were addressed across both general and special education. Virtual and in-person meetings addressed key topics and involved faculty from all programs involved. Professional development was provided by key experts.
Results/Substantiated conclusions
Baldwin and Chang (2007) identify both tangible and intangible benefits of collaboration. For our goals, the tangible benefits included a faculty approved, and catalog published, mission for inclusion. Another tangible outcome was the implementation of our new administrative services program that infused content related to students with disabilities throughout. Additionally, considerable progress has been made towards the development of a truly merged general and special education teacher preparation program. Intangible benefits included increased collaboration and faculty unity.

Scholarly significance of the work
Since many institutions suffer from a silo effect, where various programs within an institution choose not to collaborate, the cooperative efforts of Brandman’s School of Education faculty are truly unique. Thus, this work offers key insights about how to break down silos for the benefit of preparing teacher educators.

Author

• Lynn R. Larsen, Brandman University