congratulations to our 2019 ted/pearson excellence in ...€¦ · professional and leadership...
TRANSCRIPT
TED Line-up
In this issue:
Lines from the President.….…..2-3
Washington Update ……..……..4-6
TED Board Positions……………..7
CEC SELS……………………...8-9
Committees/Caucuses/SIGs.11-21 TED 2019 Conference ……..22 -24
Award Nominations…..10,13,18-19
TESE…………………...…………28
And More!
Email Dr. Karen Voytecki, TED Executive Director, with future TEDLines content:
TED Mission Statement
The Teacher Education
Division is a diverse
community of professionals
who lead and support teacher
education on behalf of students
with exceptional needs and
their families. We accomplish
this through research,
professional and leadership
development, and advocacy.
For the latest information and up to date issues
regarding TED…visit us at www.tedcec.org
Congratulations to our
2019 TED/Pearson
Excellence in Teacher
Education Award Recipient
Dr. Mary Catherine Scheeler
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Lines from the President…
Dr. Dee Berlinghoff
Dear TED Members,
I will start with a note of thanks to TED board members and those in attendance at the TED General Business meeting in Indianapolis. Your answers to the questions we posed will be instrumental in guiding the Strategic Plan Workgroup as we move forward with our tasks. As I have said before, I am grateful several TED members have agreed to serve on the Workgroup, including Mary Catherine Scheeler, Frank Dykes, DaShaunda Patterson, Brittany Hott, Ruby Owiny, and Willa Van Dijk. Over the course of this year, you will have multiple opportunities to give the group feedback as we develop a robust, thoughtful, and practical strategic plan for TED. Look for our first survey in mid-March, which will be send directly by CEC.
As we discussed at the TED General Business Meeting in Indianapolis, preparations for the TED 2019 Conference in New Orleans, Louisianna are well under way. Proposals linked to the conference theme “Unmask Your Potential” will be accepted April 1-June 1, 2019. You will find the Call for Papers on the TED website at https://tedcec.org/wp-content/uploads/2019/02/Call-for-Papers-TED-2019.pdf. Please consider signing up to review TED proposals at the same time you submit your proposal; the link will be on the proposal form. Remember, many hands make light work. Wondering about the rubric used to evaluate proposals? We have made some minor adjustments from last year, so check out https://tedcec.org/wp-content/uploads/2019/02/TED-2019-Rubric.pdf. Still wondering about how to write a good TED 2019 proposal? Check out the tips sheet prepared by Cathy Thomas and Jennifer McKenzie from the TED Professional Development Committee (https://tedcec.org/wp-content/uploads/2019/02/TED-2019-proposal-how-to.pdf). I would like to extend thanks to the people who have already been in touch to volunteer in some capacity for the conference, including Kathy Boothe and Midge Simmons. Our block for the Astor Crowne Plaza is open, so book your room early! Please use this link for the conference rate: https://book.passkey.com/e/49856209. If your college/university needs to advertise open positions, please check out directions for how to do so on the “Sponsors” page for TED 2019 (https://tedcec.org/conferences/ted-2019-conference-new-orleans/sponsors/). If you have a question about the conference, please email the TED 2019 team at [email protected]. We look forward to seeing you in New Orleans.
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Lines from the President…
Mary Anne Prater
Strengthening the TED Community
Lines from the President continued
Dr. Dee Berlinghoff
Did you know?
* You can access Jane West’s blog for current information: http://www.janewestconsulting.com/janewestconsulting_education_blog_jan_25_2019.php
* TED is a member of the Consortium for Citizens with Disabilities: http://www.c-c-d.org/index.php.
o You will find media kits, CCD policy statements, and job openings on the site.
* The IRIS Center has useful alignment tools to assist in your work: https://iris.peabody.vanderbilt.edu/resources/iris-alignment-tool/
* You can read an article about TED’s 2018 Jane West SPARK Award, Cassandra Willis: https://soe.vcu.edu/news/recent-articles/cassandra-willis-a-fathers-sacrifice-a-daughters-calling.html
I ask you to consider getting involved with TED in 2019. Many options are available for active involvement, including joining a committee, caucus, or Special Interest Group (SIG). Check out these groups on the TED website under the Committee, Caucus, or Special Interest Group tabs to learn more about each one and find contact information for each. The chairs of each committee, caucus, and SIG look forward to hearing from you. Another way to get information on TED leadership and whom to contact with questions is under the “Governance” tab at the top of the TED website (https://tedcec.org/governance/board-members/). If committees don’t sound interesting, perhaps you would consider serving as a reviewer for conference proposals. Reviewing is as simple as signing up when you submit your proposal for the TED 2019 Conference. Maybe you’d be interested in running for an open board position? See page 7 of this issue of TEDLines to view the board positions that will be open in January. Karen Voytecki or Holly Lane can tell you all about open board positions, so contact either one at [email protected] or [email protected]. Doctoral students might want to become active in Kaleidoscope by presenting or serving as a representative, so get in touch with one of the Kaleidoscope representatives at [email protected]. There are always plenty of opportunities for involvement in TED for people willing to give their time, and there is plenty of work for everyone!
Please contact me if you have questions or concerns at [email protected]. I look forward to hearing from you.
Respectfully submitted,
Dee Berlinghoff
2019 TED President
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Jane E. West, Ph.D., TED’s Legislative Liaison March 15,2019
Dear Colleagues:
Happy Spring. Yesterday it hit 74 degrees in DC and that is not from all the hot air surrounding the Capitol and the White House! There is no turning back for my daffodils. The President’s FY 2020 budget proposal is out and so a new kabuki dance has begun.
1. President’s Budget Proposal Calls for Big Cuts in Education While Promoting New Programs for Choice
The President’s education budget was released Monday with the tag line of expanding “education freedom.” Sec. DeVos said that:
This budget at its core is about education freedom – freedom for America’s students to pursue their life-long learning journeys in the ways and places that work best for them, freedom for teachers to develop their talents and pursue their passions and freedom from the top-down ‘Washington knows best’ approach that has proven ineffective and even harmful to students.”
Some key highlights of the budget proposal for FY 2020, which begins October 1, 2019, include the following:
* Education discretionary funding is cut by approximately $8.5 Billion or 12% below the FY 2019 level
* The education budget would go from $71.5 Billion in FY 2019 to $64 Billion in FY 2020
* As in last year’s budget proposal, 29 programs are recommended for elimination – totaling $6.7 Billion -- including:
o 21st Century Community Learning Centers (after school programs): $1.2B
o Supporting Effective Instruction State Grants (Title II ESSA): $2.05B
o Teacher Quality Partnership Grants (TQP: Title II HEA): $43 M
o Supporting Effective Educator Development (SEED grants): $75 M
* A new tax credit program of $50 B over 10 years is proposed to support a federal tax credit for individual or corporate donations to state authorized scholarship programs for private school tuition and other education activities
* A new $170 million “teacher voucher” program which would give teachers vouchers to purchase professional development
* Elimination of Public Service Loan Forgiveness program
* An additional $60 million for charter schools bringing the total to $500 million
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* A new $100 million account for a School Safety State Formula program (this has generated great concern over the possible use of these funds for firearms for school personnel)
* Flat funding for IDEA Part B and ESSA Title I
* All funding for IDEA programs is recommended to be the same as last year
As you know, when it comes to the federal budget the President proposes and the Congress disposes. In other words, the President’s budget is little more than a message about their priorities accompanied by a wish list. The reception from Congress appears to be similar to what it has been the past two years: DOA or “dead on arrival.” One congressional office noted that the budget book would be useful as a door stop, but little more. Since the Administration was unsuccessful in securing support for its new voucher proposals with a Republican controlled Congress, it is virtually impossible to imagine support coming from a Congress where one body is controlled by Democrats.
Below is a chart indicating funding levels proposed for selected programs related to teachers, special
education and teacher education:
My take on teacher vouchers:
http://blogs.edweek.org/edweek/teacherbeat/2019/03/
trumps_budget_proposal_teacher_pd_vouchers.html?
utm_source=feedblitz&utm_medium=FeedBlitzRss&utm_campaign=teacherbeat
Budget proposal for FY 2020:
https://www2.ed.gov/about/overview/budget/budget20/index.html
Jane E. West, Ph.D., TED’s Legislative Liaison March 15,2019
FY 2018 funding FY 2019 Funding President’s FY 2020
Title II ESSA $2.056B $2.056B 0
SEED Grants $75M $75M 0
Teacher Quality Partnership
$43M $43M 0
IDEA Part B $12.3B $12.3B 12.3B
IDEA Personnel Preparation
$83.7M $87.2M $87.2M
IDEA State Per-sonnel Develop-ment
$38.6M $38.6M $38.6M
IES- Special Ed Research
$56M $56M $54M
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2. New Resources for Educators
The National Education Policy Center issued a review of the Institute of Justice’s report 12 Myths
and Realities about Private Education Choice Programs. The review, by Christopher Lubienski of
Indiana University, considers the merits of the 12 claims and finds them lacking in terms of what
the research reveals. See: https://nepc.colorado.edu/thinktank/voucher-myths
Bellwether Education Partners has issued a report, Preparing Teachers for Diverse Schools: Les-
sons from Minority Serving Institutions: https://bellwethereducation.org/publication/preparing-
teachers-diverse-schools-lessons-minority-serving-institutions
The National Center on Education and the Economy has a new policy report: Preparing Profes-
sion Ready Teachers. The brief compares the practices for preparation and induction in five high-
performing countries: Australia (particularly New South Wales and Victoria), Canada (Alberta and
Ontario), Finland, Shanghai, and Singapore.
http://ncee.org/wp-content/uploads/2017/02/PreparationPolicyBrief.pdf
3. Opportunity to Showcase Your Effort to Address the Shortage of Special Education
Teachers
The American Association of Colleges for Teacher Education (AACTE) is accepting applications to
join a new Networked Improvement Community (NIC) which will showcase efforts of schools and
colleges of education to address the shortage of special education teachers. Applications are due
April 1. This will be an outstanding opportunity to share best practices and best thinking about
how the field is addressing this challenge. Below is a link to the Charter for the NIC, the timeline
and the application. Check it out!
See: https://www.aacte.org/programs-and-services/nic-reducing-shortage-set
See you on twitter @janewestdc
Best,
Jane
Jane E. West, Ph.D., TED’s Legislative Liaison March 15,2019
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TED Board Positions
If you ever thought about serving TED through elected office, your time has arrived! We really need your service, ideas, enthusiasm, and optimism. Please think about running for one of the following elected positions that will become open as of January 1, 2019:
Vice-President is a four-year commitment because it is part of the presidential line. The first year is served as Vice-President followed by President Elect, President, and Past President. Those serving in the presidential line commit to attend a meeting on-site in January, as well as video conferencing monthly. Each presidential position carries unique responsibilities.
Treasurer is a two–year commitment. The Treasurer oversees all TED banking and financial accounts, maintains TED’s financial records, and serves as a liaison to CEC in all fiscal matters. The Treasurer works closely with the President-Elect to prepare the annual budget and also works with the Executive Director to oversee TED accounts including the annual Conference account.
TED Representative to the Representative Assembly of CEC is a two-year commitment. TED has two representatives at any given time. Duties include communicating issues and concerns from TED to the CEC Representative Assembly and to inform TED about the Assembly’s issues and advice which are forwarded to the CEC Board of Directors.
Member-at-Large–Political Action is a three-year commitment. The Member-at-Large for Political Action Chairs the Governmental Relations Committee and severs as the TED representative to CECs political action network. This person also works with the TED Legislative Liaison, and TED’s PALs and GALs, to further TED’s positions.
If you are interested in running for an office, please send a brief biographical sketch (no more than 250 words), including a statement of the contributions you intend to make in the office you are running for. Please email your information to: Dr. Holly Lane, TED Past President, at [email protected], by September 1, 2019. If you have any questions, please email those as well.
Thank-you!
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CEC’s Special Education Legislative Conference
Exciting Training Opportunity
Doctoral Students: This is YOUR OPPORTUNITY to get ENGAGED!
CEC’s Special Education Legislative Summit July 7-10, 2019
TED will be sponsoring 10 doctoral students to participate in the 2019 Summit!
✓ Interested in learning more about how to make a difference for children and youth with
disabilities through grassroots advocacy and strategic planning?
✓ Do you have a passion for policymaking?
✓ Are you available to travel to Washington, DC July 7-10, 2019? Submit your applica-
tion: Prepare an electronic application that contains the following parts:
1. Letter of recommendation from a faculty member
at your university that includes:
a. A rationale describing why (i.e., knowledge,
skill, ability, commitment, experience, enthusiasm to
policy and advocacy) you should be selected.
b. An indication of whether financial funds are
available to fully or partially reimburse your
Involvement (e.g., hotel, airfare, and meals) in
the summer training.
c. Duration the faculty member as worked with you.
2. Letter of Interest in which you describe:
a. Why (i.e., knowledge, skill, ability, commitment, experience, enthusiasm) you want
to attend CEC’s Legislative Training in Washington, DC.
b. If you are willing and able to attend the training without funding.
C. Please limit your letter to one, single spaced page using 12pt TNR font.
3. Current vitae or resume.
4. Save your application materials as a Word file, using your last name first as the title.
5. Submit your completed electronic application to Jacqueline Rodriguez
([email protected]) by April 19, 2019. Expect to receive notification of
acceptance in mid to late May.
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TED Members: This is YOUR OPPORTUNITY to get ENGAGED!
CEC’s Special Education Legislative Summit July 7-10, 2019
*TED will be sponsoring 10 members’ travel ($1,000 each) to participate in the 2019 Summit!
✓ Interested in learning more about how to make a difference for children and youth with
disabilities through grassroots advocacy and strategic planning?
✓ Do you have a passion for policymaking?
✓ Are you available to travel to Washington, DC July 7-10, 2019?
Submit your application: Prepare an electronic application that contains the following parts:
1. Letter of recommendation from a colleague, or department chair, or dean, or principal at your
school, university, or place of business that includes:
a. A rationale describing why (i.e., knowledge, skill, ability, commitment, experience,
enthusiasm to policy and advocacy) you should be selected.
b. An indication of whether financial funds are available to fully or partially reimburse your
involvement (e.g., hotel, airfare, and meals) in the summer training.
c. Duration of time the recommender has worked with you.
2. Letter of interest in which you describe:
a. Why (i.e., knowledge, skill, ability, commitment, experience, enthusiasm) you want to
attend CEC’s Legislative Training in Washington, DC.
b. If you are willing and able to attend the training without funding.
c. Please limit your letter to one, single spaced page using 12pt TNR font.
3. Current vitae or resume.
4. Save your application materials as a Word file, using your last name first as the title.
5. Submit your completed electronic application to Jacqueline Rodriguez
([email protected]) by April 19, 2019. Expect to receive notification of
acceptance in mid to late May.
For More Information: • Contact Jacqueline Rodriguez, TED’s Governmental Relations Chair,
For reference on schedule of events and activities, visit CEC’s Policy and Advocacy webpage:
http://www.specialeducationlegislativesummit.org
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Spark Award
We are now accepting Nominations for the TED 2019 Jane West Spark Award !
The award recognizes a doctoral student who has demonstrated emerging leadership in policy
advocacy for the profession of special education teacher education. Nominees must meet the
following criteria:
a. They must be involved in advocating for special education teacher preparation (e.g.,
government relations, letter writing, visits to Congressional Members), and be committed
to continuing this work in the future;
b. They must submit a fully completed application; and
c. They must be student members of CEC and TED.
The application package will include, (a) a letter of past and future commitment to policy advocacy,
(b) three letters of nomination described below, and (c) a current curriculum vita. The letter of past
and future commitment should address (a) professional service goals, both past and future, (b)
evidence of impact and/or influence on peers and others, and (c) a discussion about potentially
pressing issues for the profession, along with suggestions about how the profession might address
these issues.
Three letters of nomination should be submitted, including a letter from a peer, an advisor, and
another individual who is knowledgeable about the nominee’s experiences with policy
advocacy. Letters should document leadership potential and influence related to advancing
policies in the field of special education teacher preparation. Consideration will be given to:
a. Commitment to continued policy advocacy for teacher education in special education;
b. History of commitment to special education advocacy; and
c. Actions taken to inspire others to commit to advocacy
All nomination materials should be emailed by September 1, 2019 to Dr. Jackie Rodriguez at
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Please be aware that some of our TED members have received fake emails that appear to come
from the TED President or TED Treasurer. The email addresses look legit, however in all cases
the emails request money, iTunes gift card codes, or other monetary items. TED will NOT email
you with any financial requests. Please delete those phishing emails - do not respond to them
or click on any links within the email.
The Knowledge and Skills Committee had a productive meeting in Indianapolis. Committee members discussed progress on the task of identifying supporting literature for the knowledge and skill items in the Inclusion Specialist Specialty Set Standards. The group will continue to work to complete this task before we meet in New Orleans in November. Chair Stephanie Morano also attended the CEC Knowledge and Skills committee meeting in Indianapolis and contributed to the document review of the Physical, Health, and Multiple Disabilities Specialty Set. Submitted by: Dr. Stephanie Morano, TED Member-at-Large: Knowledge and Skills
Knowledge and Skills Committee
Warning: Phishing Scams
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CEC Indianapolis
Twenty-two doctoral students presented posters on their research at the Kaleidoscope program at CEC in Indianapolis. We would like to thank all the faculty members who volunteered as reviewers during the session and to extend congratulations to the participants selected as winners in each category. The winning presentations included Stephanie Hopkins Behavior Management Self- Efficacy of Pre-Service Teachersfor mixed methods; Belkis Choiseul-Praslin’s Building Rome: Creating a worksite program for students with severe/profound needs and increasing job readiness skillsand Victoria VanUitert’s Evaluating the Impact of a Vocabulary App Plus Explicit Instruction on Vocabulary Knowledge of Fifth Grade Students With and Without Disabilitiesin the quantitative category; Megan Carpenter’s The Effects of Reinforcer Value on Manding in the Presence of Competing Stimuli in the single case design category; Jordan Abbott’s Loving STEM: What Keeps Students with Disabilities on the Path to Science, Technology, Engineering and Mathfor qualitative design and D’Annette Mullen’s The impact of Teacher Race on Student Outcomes: A Systematic Review of Literature, Sacha Cartagena’s PECS and the Functions of Language, and Whitney Hanley’s Social Skills Interventions as they Relate to Disciplinary Exclusion Disparitiesfor literature review.
We would like to express our sincerest gratitude to Dr. Jacqueline Rodriguez for leading a
discussion and activity on Advocacy in Teacher Preparation. Thank you to Dr. Mary Catherine Scheeler and Dr. Dee Berlinghoff for leading the early career doctoral student group, to Dr. Peggy Weiss for leading the mid-career doctoral student groups, and to Dr. Melinda Leko for leading the exiting doctoral student group. The groups were well attended and participant feedback was positive. The Kaleidoscope representatives would also like to extend thanks to Dr. Dee Berlinghoff, our presidential line Kaleidoscope liaison, for her support in organizing the program.
Website updates: Kaleidoscope representatives are working on updating the Kaleidoscope section of the TED website. The updates will include resources for proposal submissions including rubrics, example of accepted proposals, winning posters, etc. We welcome ideas from our (student) members and these can be emailed to [email protected].
Call for Proposals for the TED 2019 Conference in New Orleans and Call for Applications for Kaleidoscope Representatives: The Kaleidoscope poster session proposals for New Orleans are due June 1
st via the TED proposal site. The first submission for all doctoral students
will automatically go to Kaleidoscope; these submissions should have only the student as the presenter. All subsequent student submissions will redirect to the main TED conference.
The call for applications for new Kaleidoscope Representatives will go out on April 1st and can be
downloaded from the Kaleidoscope Facebook page and the TED website. Applications are due May 1
st and should be submitted to [email protected].
Join the Kaleidoscope Facebook page: https://www.facebook.com/groups/386655538061658/
Submitted by: Wilhelmina van Dijk, Senior Student Representative
Kaleidoscope
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Dr. Holly Lane, TED Past President and Awards Chairperson, is soliciting nominations for the 2019 TED Dissertation Award for Doctoral Level Research.
The purpose of the award is to recognize doctoral students who have focused their research on the preparation of pre-service and in-service educators serving students with disabilities or who have conducted related research having clear implications for the preparation of educators serving students with disabilities.
Nominees for the award must meet the following criteria:
Applicant must have received the doctoral degree within the 18-month period prior to the September 15, 2019 deadline.
Dissertation research must address the preparation of pre-service and/or in-service educators serving students with disabilities or have clear implications for the preparation of educators serving students with disabilities.
Nomination Materials
Nominees must submit the following items in an electronic application packet:
Title page that includes the following information: Dissertation title; Author’s name, current address, phone number and e-mail address; Date of dissertation; Name of degree-granting institution; Name of dissertation committee chair; Documentation of approval or awarding of the degree; The dissertation abstract (not to exceed 150 words); and a 5-10 page manuscript, outlining and summarizing the research using APA guidelines.
Manuscripts submitted for this competition may have already been submitted/accepted for publication. If submitted or accepted, appropriate referencing must be provided.
The deadline for receipt of nomination materials is September 15, 2019.
Send electronic nominations and supporting materials to:
Dr. Karen Voytecki Executive Director, TED [email protected]
2019 TED DISSERTATION AWARD FOR
DOCTORAL LEVEL RESEARCH
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Report on the Representative
Assembly
Drs. Sara Hooks and David Bateman represented TED at the annual CEC Representative Assembly Meeting at the CEC Convention in Indianapolis in February.
CEC leadership reviewed the findings from the state of the profession work group survey and discussed how findings will guide each division’s strategic planning. The representatives from all divisions and federations discussed how to keep special education teachers in their jobs, and implications for states and districts for ensuring quality teacher preparation with in-service supports to help teachers remain in the field.
The CEC Representative Assembly also honored former TED members who had passed away in 2018. The former TED members who were honored included: Jean R. Hebelar, Ann I. Nevin, and Pamela K. De Loach.
Submitted by: TED Representatives, Drs. Sara Hooks and David Bateman
Research Committee
The TED Research Committee met on Friday February 1st amidst the polar vortex in Indianapolis during the CEC conference. Committee members determined the Research Committee sponsored sessions for the TED 2019 Conference in New Orleans. As always, we will be sponsoring the TED Research Roundtable session and encourage doctoral students and early career scholars to participate. Additional details will be shared near the end of the summer If you are interested in joining the TED Research Committee, please don’t hesitate to contact me. Submitted by: Dr. Melinda Leko, TED Research Committee Chair
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The Publications & Communications Committee met in Indianapolis during the 2019 CEC Convention and discussed some exiting initiatives. Our main topic of discussion focused on the interest and development of a TED Conference Proceedings. We discussed that conference proceedings may benefit TED members in two ways:
1) TED members will benefit by having access to a summation of conference presentations, given the number of scheduling conflicts during a conference. Greater collaboration among TED members may result as conference proceedings would have contact information for members to utilize if areas of mutual teaching, research, or service are identified.
2) TED members will benefit from the opportunity to publish in conference proceedings as another medium to disseminate their research, teaching, and service findings.
This initiative is in the proposal phase with implementation details to be determined. If you are interested in assisting the Publications & Communications Committee with this initiative, you can reach me at [email protected].
Submitted by: Dr. Andy Markelz, TED Publications & Communications Committee Chair
The Professional Development Committee continues its work! On March 7th, the Early Career
Faculty SIG (ECFS) hosted a professional development Webinar on The Work-Life Balance
featuring panelists Frank Dykes, Wendy Murawski, and Cathy Newman Thomas. This panel was
organized by Kyena Cornelius, ECFS Chair, and Kathy Randolph, ECFS Co-Chair. On March
14th, the ECFS hosted a webinar on the topic of Purposeful Publishing featuring panelists Holly
Lane and Melinda Leko. The Diversity Caucus, led by Mildred Bovedo, will be hosting two
professional development webinars with the first in May focused on writing strong conference
proposals. Webinars are recorded and links will be available on the Teaching Resource Center of
our TED website (https://tedcec.org/teaching-resource-center/). With the support and guidance of
Deb Ziegler at CEC and Marcie Rock, the Professional Development Committee is in the process
of developing a series of TED Information Briefs to foster dissemination of CEC’s High Leverage
Practices.
New members to the Professional Development Committee are always welcome, and all TED
members are invited to email Cathy Newman Thomas, Professional Development Committee
Chair, at [email protected] to contribute to upcoming activities.
We hope to see you in New Orleans!
Publications and Communications
Committee
Professional Development Committee
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CALL for DIVERSITY SHOWCASE PROPOSALS at the TED 2019 Conference
TED Diversity Caucus Showcase: Elevating the Experience in Expertise
History: For over a decade, the Teacher Education Division (TED) Diversity Caucus has organized an annual symposium for TED members to expand their knowledge base and comprehension related to preparing teachers to work with groups from diverse backgrounds and the recruitment/retention of faculty and students from under-represented groups.
The topic of diversity, when conceptualized for the purposes of the TED-Diversity Caucus, shall include learners who may have educationally associated challenges related to difference in culture, race, ethnicity, national origin, language, disability, sexual orientation, social economic status, environment, age, gender, and/or religion.
Call for Proposals: The purpose of the Diversity Caucus Showcase is to elevate the expertise and experience of teacher educators in fostering diversity. As such, we would like to highlight initiatives in service, teaching, and/or scholarly outreach that supports B-20 learners with disabilities from diverse backgrounds/settings and/or the educators who teach them. The authors of the selected proposals will be invited to present a featured session hosted by the Diversity Caucus during the TED 2019 Conference Diversity Symposium.
TED Diversity Showcase Proposal submission form is available through the following link:
https://docs.google.com/forms/d/e/1FAIpQLSdiqXEia5PH1aoWu0N304ZL4gdNX4e8W8xuubotYUxC9kbMlg/viewform
Once notified of selection, the author(s) of the selected proposals will need to submit a dynamic and creative presentation that will allow audience members to have a first-hand view of their work. This might include a Prezi, narrated PowerPoint presentation, video (i.e., iMovie, YouTube video, Instagram), podcast, a live demonstration, etc. This presentation will be featured in the TED Diversity Symposium in New Orleans, Louisianna (November 7-10, 2019).
TIMELINES
Diversity Showcase Proposals are due by: Wednesday, May 5, 2019 (11:59 EST).
Selected Proposals will be notified by Friday, June 7, 2019.
Final presentations will be due to the Diversity Symposium Executive Committee by Wednesday, October 16, 2019 (11:59 EST).
If you have questions about this Call for Proposals, you may contact:
Dr. Mildred Boveda, TED Diversity Caucus Chair: [email protected]
Dr. Dia Jackson: [email protected]
Diversity Caucus
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Small Special Education Programs Caucus
(SSEPC)
The Small Special Education Programs Caucus (SSEPC) is for TED members who teach in a smaller program. Many are the only special education professor in their department or only have two or three. If that describes you, SSEPC is a place to network with others who share similar experiences. The goal of SSEPC is to be a group of colleagues who support one another in the unique challenges encountered in a smaller program. The SSEPC Symposium, held during the TED Conference, is a great time to meet other colleagues and learn from each other around a particular topic. For the TED 2019 Conference SSEPC Symposium, the theme is From a Distance: Innovations in Online & Hybrid Teaching. SSEPC will be seeking proposals for the symposium beginning April 1. This will highlight successes, barriers, and supports in online and hybrid delivery models of instruction to teach, supervise, and advise, as well as how UDL can be leveraged to ensure accessibility for all learners. If you have a story to share regarding online and hybrid teaching in a small special education program, please consider submitting a proposal. All proposals are due May 3, 2019 at midnight. Please email Liz Hartmann ([email protected]), Jen McKenzie ([email protected]), or Adam Moore ([email protected]) if you have questions. Check your email for more information soon! If you are not currently a member of SSEPC, but wish to be, please go to the TED website (http://tedcec.org), click on Caucuses and choose SSEPC from the dropdown menu. From there you can join through PayPal. Please also consider following SSEPC on Facebook (TED - SSEPC) and Twitter (@SSEPCTED) to stay up to date with SSEPC news. We look forward to welcoming new members and connecting with previous members at the TED 2019 Conference in New Orleans! Submitted by: Dr. Ruby Owiny, TED SSEPC Chair (and TED Vice President)
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The Nasim Dil Award for Outstanding Service to Teacher Education is an annual award given to
an individual who has demonstrated exemplary service to the development and advancement of
quality teacher education in special education.
Criteria: The criteria for the selection of the recipient of the Small Special Education
Programs Caucus (SSEPC) Nasim Dil Award for Outstanding Service to Teacher Education
include demonstrated commitment to personnel preparation in small special education programs
through two or more of the following areas:
Service in leadership roles to advance teacher education opportunities in small special
education programs (e.g., holding a leadership position(s) in teacher education
organizations, recipients of honors and awards - either at home IHE or on the national
level);
Active promotion of quality teacher education in small special education programs (e.g.,
writing articles for the SSEPC Monograph, being involved in state initiatives involving
teacher education, developing innovative teacher education curricula and teaching
practices, etc.);
Active participation in activities promoting opportunities for faculty from small special
education programs to have a voice in the field of special education teacher education
(e.g., encouraging and leading SSEPC members' involvement in political and educational
activities that relate to teacher education, being involved in state-level decision making
involving teacher education);
Active participation in activities promoting collaboration (in terms of research and
professional development) among members of SSEPC (e.g., initiating, developing, and
coordinating activities that involve several SSEPC members: conference presentations,
research projects, co-authoring, SSEPC-sponsored events, etc.); and/or
Active participation in SSEPC service in leadership roles to advance teacher
education.
Small Special Education Programs Caucus
(SSEPC) Nasim Dil Award Nominations
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Small Special Education Programs Caucus
(SSEPC) Nasim Dil Award Nominations cont.
Nominees must meet the following criteria:
a. must be a member of TED and SSEPC
b. Nominees may be nominated or self-nominate.
c. Previous award winners will not be eligible again within a 10 year time period.
Electronic Nomination Materials should include the following:
a. A current vita of the nominee;
b. A letter of nomination documenting the nominee's eligibility for the award;
c. Letters of support for the nomination from individuals knowledgeable of the nominee's contributions relative to one or more of the criteria stated above.
Deadline: Nomination materials are due August 1, 2019
Nomination materials and/or questions should be emailed to Jerry Liss, Past Chair of SSEPC at [email protected]
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Early Childhood Faculty SIG
Are you looking for a way to increase your engagement and find leadership opportunities in a national professional organization? Then the Early Childhood Faculty Special Interest Group (SIG) is for you!
The Early Childhood Faculty SIG is a community of professionals who lead and support teacher educators on behalf of young children (birth - age 8) with exceptional needs and their families. Our nickname of TeDeC is meant to reflect the overlap between those of us who are TED as well as DEC members- but all are welcomed to join. Our group is currently recruiting new members and is looking for member engagement ideas.
Submitted by: Dr. Kate Zimmer, TED Early Childhood Faculty SIG Chair
The Early Career Faculty SIG met at the CEC 2019 Convention in Indianapolis. We cele-brated early career faculty accomplishments, and highlighted the SIG’s Monday Motivators thanks to Marla Lohmann, who keeps us writing on Mondays.
We’re trying to find new ways to get our members' information, so check our Facebook page, or contact us to sign up for the listserv. Please be sure to answer the questions when re-questing membership.
We will have two scheduled sessions at the TED 2019 Conference n New Orleans. We are collaborating with the TED Professional Development committee to follow-up on our spotlight sessions from the TED 2018 Conference in Las Vegas. Zoom links and dates will be posted on the website soon!
Submitted by: Dr. Kathleen Randolph, TED Early Career Faculty SIG Co-Chair
Early Career Faculty SIG
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Paraeducator SIG Meeting
The Paraeducator SIG meeting took place at 11:30 a.m. on Friday, February 1st in White River Room B of the JW Marriott during the CEC 2019 Convention & Expo in Indianapolis. The agenda items for the meeting included the following topics: Practice Briefs Update, Paraeducator Survey Update and Future Projects/Initiatives (Position paper on paraeducator supervision and administrator’s role in collaboration with CASE, Updating existing CEC Paraeducator Standards). The next Paraeducator SIG Meeting will be held at the TED 2019 conference in New Orleans.
Policy Briefs
Two workgroups within the Paraeducator SIG have been working on two practice briefs on the following topics:
Preparing Preservice teacher for Effective Paraeducator Supervision– this paper is fo-cused on infusing paraeducator supervision content in teacher education. Several SIG repre-sentatives worked on this brief and it was submitted to Marcie Rock for review and feedback at the end of January. The brief is aligned to the guidelines and rubric that we had received from Marcie in December. We are looking forward to feedback.
Building Successful Career Pathways: Paraeducator-to-Teacher Programs– a workgroup within the Paraeducator SIG began working on this a year or so ago but it needs to be aligned to the TED Briefs guidelines that we received in December.
Survey of Higher Education Professionals/Teacher Educators
The Paraeducator SIG sent out a survey to IHEs examining ways in which IHEs are preparing their pre-service teacher to supervise, manage, and train paraeducators. The survey has currently been completed by 269 individuals (out of 1,789), with some of those being incomplete responses. After reflecting on why we might be experiencing a low response rate, it was discovered that e-mails sent out from the TED list-serve have been going to TED member’s junk mailboxes. Although this issue was not resolved, we sent a final wave on 1/3/2019. In the coming months, we plan to code and analyze the data. Representatives of the Paraeducator SIG presented the preliminary data and findings at the CEC 2019 Convention on Thursday, January 31, 2019 in a session titled, Are Teachers Prepared to SuperviseParaeducators?: Results of a National Survey.
Submitted by: Dr. Ritu Chopra, TED Paraeducator SIG Chair
Paraeducator SIG
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Unmask Your Potential in the Big Easy!
Join your TED colleagues in the Big Easy and unmask your potential as a teacher educator!
The Destination……
ACCOMMODATIONS: The Astor Crown Plaza Hotel is the front door to Bourbon Street. Situated at the corner of Bourbon and Canal the hotel is perfectly situated in the French Quarter. Conveniently located near the city center, you can access all parts of the city!
DINING: Boasting more than 1,000 eateries, New Orleans offers a menu for any taste. From Cajun to creole and Vietnamese to Vegan, New Orleans can meet every dining option.
FUN: Whether you want to explore history or haunts, shopping or swamps, food or just have fun, there’s a tour for you!
The Professional Benefits….
INFORMATIVE: Get the latest updates from Washington D. C. and legislative happenings.
NETWORK: Meet with your fellow special education teacher educator from across the nation to learn new and innovative teaching and research methods!
KEYNOTE SPEAKERS:
Dr. Grant Hayes Dr. Jane West
Dean, College of Education TED’s Legislative Liaison
East Carolina University
Why Attend TED 2019 Conference?
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Unmask Your Potential - Call for Proposals
TED 2019 Conference
Strands
Accountability/Assessment: Teacher evaluation, program evaluation, evidence-based programs, assessment
Diversity: The recruitment, retention and development of teachers who reflect the diversity of the human experience: cultural, disabilities, gender, linguistic, LGBTQIA, and/or racial diversity
Collaboration/Partnerships: Collaboration and partnerships with families, special education, and general education
Preparation, Certification, Mentoring: Pedagogy, mentoring, professional development, retention of teachers
Policy and Advocacy: Policy analysis, advocacy, legal issues
Research: Highly effective educational practices, preparation of special and general education teachers, bridging the research to practice gap
Technology: Modeling and assessing technology used in teacher education as well as in PK-12 classrooms
High Leverage Practices: How do we teach HLPs, How do we represent HLPs, How do we show deliberate practice in teacher education?
Keynote Speakers:
Dr. Grant Hayes, Dean of the College of Education at East Carolina University
Dr. Jane West, TED’s Legislative Liaison
The Executive Board of the Teacher Education Division of the Council
for Exceptional Children
invites you to submit proposals for the
42nd TED Conference
Open: April 1, 2019
Close: JUNE 1, 2019
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Session Descriptions
Single Paper: Sessions are 50 minutes in length. Single paper sessions may have one or several authors. Multiple Papers/ Panel Presentation: Sessions are 50 minutes in length and may be program descriptions or qualitative/quantitative research papers. This presentation format provides focus on significant issues representing a strong, unifying theme and includes a discussant and opportunities for audience participation. A multiple papers/panel presentation typically consists of a chair, speakers, and a discussant, all arranged by the lead author, prior to submitting the proposal for review. Interactive Paper: Sessions are 50 minutes in length and allow maximum interaction among presenter(s) and participants. Presenters develop posters providing a brief overview of their work and facilitate discussion with participants. Poster boards will be provided by the Local Arrangements Committee; presenters may use the format of their choice, fitting within a 36’ x 48’ space. Conversation Session: Sessions are 50 minutes in length, use a round table format, and are led by a single presenter. Presenters provide a brief introduction and specific talking points to facilitate the conversation. Conversation sessions allow for maximum participation by table participants to discuss the topic presented. “TED” Talks: Brief (10 minutes). Up to four talks on similar topics will be scheduled within the same 50-minute presentation time slot. Each presenter will be given 10 minutes; 15 minutes at the end of the session will allow for questions and discussion. Targeted. Each talk will discuss the most important points related to the topic. Structured. Each talk will be presented in a way to be informative, without the narrative format of Single Papers.
The proposal should include the conference topic area; abstract; session description, including a review of relevant literature and aim of the session; three to five learner outcomes based on the aim and objectives of the session; and a description of audience participation. Do not include names or institutional affiliation in the summary of the proposed presentation. Session leader is responsible for communicating with all co-presenters regarding registration and presentation times.
Selection Criteria Review of proposals is a refereed process; the review team will use the following criteria in the selection of proposals. Description of the research or applied problem (clarity and importance) Presentation summary (clarity and organization) Literature review, methods and findings (alignment of literature with content, extent to which the research informs the field) Usefulness to teacher preparation researchers and practitioners (meaningful audience participation and outcomes related to improved practice.) The reviewers will consider, where appropriate, acceptance of presentation proposals outside the conference theme based on their overall quality. Session leaders will be notified of acceptance by August 15, 2019. Program Participation To encourage broad program participation, as per TED policy, an individual may only be included as a first author, session leader, or lead presenter in TWO sessions, and co-presenter/co-author in TWO sessions. An individual may not appear in the program as a presenter or co-presenter more than four times in total. Presenters are expected to be involved in and attend all sessions in which they are presenting or co-presenting.
All presenters and co-presenters must register and pay conference registration fees, travel, and other expenses. As per TED policy, to be included in the program, each presenter’s conference registration must be received by September 15, 2019, or name (s) will not be included in the conference program.
Questions? Need More Information? Contact the TED 2019 Conference Co-Chairs:
Drs. Frank Dykes & Dee Berlinghoff
25
Spring Forward with IRIS: A Look at Some of Our Newest Resources
Even grey winter days can’t slow down the IRIS Center. We’ve been as busy as always, creating and posting new resources, planning others, and bringing older resources up to date. With spring upon us at last, let’s take a fresh look at some of our latest offerings.
Expanded & Improved: The IRIS Accommodations Module
Updated and expanded, many of the improvements to Accommodations: Instructional and Testing Supports for Students with Disabilities were based on content with which teachers struggled in their IRIS micro-credential submissions: understanding the differences between accommodations and instructional interventions or strategies; collecting baseline data; analyzing data to evaluate the accommodation’s effectiveness. The revised module provides more background information in these areas, as well as interactive practice opportunities. The module also covers the different accommodation categories—presentation, response, setting, and timing & scheduling—and offers guidance on how to identify a barrier created by the disability, select an appropriate accommodation, and evaluate its effectiveness.
Finally, IRIS Modules are designed to be interactive, and this resource is no different. Learners have opportunities to distinguish between different types of supports (i.e., accommodations, modifications, interventions/strategies), identify target skills and their related access skills, review and graph student behavior data, and select accommodation categories and specific accommodations for a number of students in classroom simulations. We encourage you to experience it all for yourself: https://iris.peabody.vanderbilt.edu/module/acc/#content
Back to Basics: IRIS Fundamental Skill Sheets
In teaching, as in sports, it’s all about the fundamentals. These all-new IRIS resources focus on the smaller, more discrete skills that every effective teacher should have in his or her toolbox. Each fundamental skill sheet explains a skill or practice in easy-to-understand language, summarizes foundational research, provides implementation procedures and tips, and includes video examples and non-examples in elementary and secondary classrooms.
User-friendly, approachable, and informative, our first set of IRIS Fundamental Skill Sheets covers:
* Behavior-specific praise
* Choice making
* High-probability requests
* Proximity control
* Wait-time
To view the collection, visit our IRIS Resource Locator (IRL) and click on the “Resource Type” tab. Select “Fundamental Skill Sheets” and explore away!
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IRIS (continued)
Finally, we’ve got several resources about a critically important topic (Hint: IEPs) that will be posted across the next few months. If you’re not already on our email distribution list, sign up now to receive our e-blast notifications when we release new materials: https://iris.peabody.vanderbilt.edu/constant-contact-survey-form/
And that’s just scratching the surface. IRIS offers literally thousands of open educational resources on a wide variety of the topics most important to today’s educators. Visit the IRIS Center anytime to explore our vast collection of modules, case studies, activities, online tools, and more: https://iris.peabody.vanderbilt.edu/
DID YOU KNOW: IRIS resources are used in 93% of the colleges and universities with state-
approved special education and general education teacher preparation programs? As we head
Into our 18th year, we want to thank all of our TED friends for not only embedding IRIS into your
coursework and curricula, but for working with us to develop content, review materials, field-test
resources, and for sharing our products with your colleagues.
27
New ASD resources from NTACT at https://transitionta.org/asdresources
Our new resources include:
· Secondary Transition ASD Resources (STAR): An interactive table complete with the
evidence-based strategies and practices that are found to be effective for/with students with ASD and
their secondary transition that includes links to curriculum and materials to learn more about a particular
resource
· Predictors and Students with ASD: A document that summarizes the NTACT post-school
predictors that demonstrate success for students with ASD
· Webinar opportunities that include:
o Ask the Expert with Dr. Kara Hume: Academic Strategies for Youth with ASD
o Ask the Expert with Jennifer McDonough and Alissa Molinelli: Employment Strategies and Supports for
Youth with ASD
· Secondary Practices, Predictors, and Postsecondary Outcomes for Individuals with Autism
Spectrum Disorder – An annotated bibliography: A comprehensive compilation of the studies that
demonstrate the effectiveness of the secondary evidence-based practices, predictors of post-school
success, and postsecondary outcomes
· Summary of National Reports on Secondary Transition and Students with ASD: A summary
of the national reports from GAO, NAI, NLTS2, and NLTS2012 about the current state of ASD
· Identifying Students with Autism Spectrum Disorders in Secondary Research: A summary of
the issues around the definition of autism spectrum disorders and the challenges when trying to identify
what works with students with ASD.
· LERN: LERN how to create video modeling to teach students with ASD how to learn and
complete a variety tasks
o A LERN is designed for practitioners and is an online course that is loaded with how-to information,
materials, video instruction and examples, as well as expert coaching and the opportunity to network with
peers
o Receive step-by-step how to instructions and see examples
o Coach will guide you develop a video and implement it with a student
LERN with Dr. Rachel Seaman –Tullis: March 18 – April 5, 2019
LERN with Dr. Ryan Kellems: April 8 – April 26, 2019 (registration is not open yet for this LERN)
o Participants receive a certificate of completion
Submitted by: Dr. David W. Test, Co-Director National Technical Assistance Center on Transition
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Teacher Education and
Special Education (TESE)
Greetings from your new Teacher Education and Special Education (TESE) co-editors, Drs. Cynthia Griffin and Melinda Leko. First, we would like to extend our sincere thanks to Dr. Laurie deBettencourt who served as an editor of TESE from 2010 to 2018. Under Laurie’s excellent leadership, TESE secured an impact factor and a larger national and international presence, among other important achievements. Thank you for your service to TESE and TED Laurie!
As co-editors, our primary goal is for TESE to continue its upward trajectory and status as the premier outlet for rigorous and relevant scholarship related to teacher education and special education. In doing so, we plan to introduce several new features that we hope will enhance TESE’s visibility, reach, and utility including:
* TESE on social media
* Special collections of articles available through the TESE website
* A TESE editorship apprenticeship program
* …and more!
We would also like to introduce our amazing editorial assistant, Dr. Tracy Ulrich, from the University of Florida. Tracy has already proven herself to be an invaluable member of the TESE editorial team.
Although we have only been the TESE co-editors for a short time, it has already become apparent how fortunate we are to have the opportunity to work with such an outstanding TESE editorial board. We are grateful for the quality and timeliness of the reviews we have been receiving. We are always looking to expand the depth and breadth of expertise represented on the TESE editorial board, so if you are interested in serving as a field reviewer or editorial board member, please email us.
Submitted by:
TESE Co-Editors, Drs. Cyndy Griffin and Melinda Leko
A special thanks to Margaret Vester at East Carolina University for assisting with this edition of TEDLines.