Leveraging a State Alliance to Build Inclusive Practices in Teacher Preparation Programs

• In Event: Teacher Education for All: Intersectionality and Preparing All Teachers

Abstract

Objectives
The objective of this session is to highlight the work of the California Alliance for Inclusive Schooling organization, and the work of the organization to act as a bridge for research-to-practice in the field of teacher education across the state. This intersegmental group of stakeholders from a number of organizations including the California Department of Education, California Commission on Teacher Credentialing, private and public university systems, and county offices of education, collaborates to bridge the gap between research and practice in teacher preparation.
Perspectives

While there is ample evidence regarding the benefits for all children to be educated in an inclusive schooling environment, states are often slow to bring together policy, practice and professional preparation to leverage this body of research on inclusion. How can states work across these areas to develop a cohesive, singular solution to mitigate the barriers to inclusion?
The outcomes of this group include the delivery of professional development sessions, collaborative convenings, coaching, and webinars for teachers and school district leaders on inclusive practices and transition supports and services. This alliance partners with teacher and leader preparation programs to inform cutting-edge inclusion practices that focus on Universal Design for Learning principles and the Whole Child.
The alliance focuses on providing proven content to increase the rates of inclusion in public schools for secondary students with disabilities who are Black, Latinx, and/or impacted by poverty. Where the work differs from other efforts is that the content will be tailored to each group across the three primary segments of education that include preparation programs, secondary school teachers and paraprofessionals, and school leaders (see Intersegmental Collaborative Workshop Series: Across Secondary Charters, EPPs and Inclusive Leadership. This intersegmental approach is novel and will serve to bridge the divide that is persistent in the field and can be viewed as a primary roadblock to creating more inclusive schooling. When these segments learn together, the probability of real systems change increases.
Methods or Modes of Inquiry
A case study design was used to understand how multiple agencies in a state can work together to mitigate barriers to inclusion and focus on equity.
Data Sources
Participant perception surveys are included as a main source of data.
Results
Results suggest the potential for impact to policy and practice through collaboration with intersegmental groups of stakeholders. This is evidenced by perceptions of administrators, educator preparation faculty, and other stakeholders attending meetings and professional learning opportunities.
Scholarly Significance
True change means addressing all systems at all levels (National Implementation Research Network, 2018). Intersegmental groups that influence policy and practice are an innovative systems-level approach to lasting change. The results presented in this session offer opportunities for others to consider such approaches.

Authors

• Audri Sandoval Gomez, Chapman University

• Donald N. Cardinal, Chapman University

• Marquita Grenot-Scheyer, CSU Long Beach