osep project directors’ meeting july 20, 2009 tom bellamy
TRANSCRIPT
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OSEP Project Directors’ MeetingJuly 20, 2009
Tom Bellamy
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Public trust that professionals can solve important problems
Public trust that professional work is guided by public values
Congruence between public and professional understandings of educational goals
The university context for renewal of programs and the profession
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Do education professionals—individually and collectively—have the knowledge to solve the important education problems?
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Defining and expanding the profession’s knowledge base
Professional practice that integrates “what works” with “whatever works”
Building public trust in non-prescriptive knowledge
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Is educators’ work guided by the public’s priorities and values, or does it just reflect the profession’s own interests and ideas?
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The Challenge…
Increasing community diversity with conflicting goals for education
Declining participation in local civic activity
System of checks and balances that puts educators in the middle of cross-sector conflicts
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“Educational leaders have distinct procedural responsibilities . . . .
They must, on one hand, engage in public moral deliberation in the process of developing their decisions.
And, on the other hand, they must expose their decisions to public moral debate and be willing to revise them according to the results of that debate. “
Bull & McCarthy, 1995, p. 627)
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Leadership for a local “retail democracy” about educational priorities and values
Preparation for work in a negotiated values environment
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Is our profession prepared to solve important educational problems as these are currently understood by society and expressed in public policies?
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Based on Reason (2000)
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The expectation that we will avoid failure entirely challenges us to:
Identify problems earlyMake information public for collective action
Respond quickly with alternative interventions
Sustain shared understandings as responses evolve
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Expanding knowledge with new faculty specialists needed in all departments
Limited resources, often enrollment driven
Accountability for curriculum coherence and student learning
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Expanding knowledge needed for licensure and practice
Very broad licensure categories
Limited curriculum space
Starting teacher salaries incommensurate with cost and level of education
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Since most teachers remain near the university where they received their preparation. . .
The public’s evolving trust in special education will be largely determined by the quality of graduates from a large number of local personnel preparation programs
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University Consortia that…Prepare new faculty with “hybrid skills”
Share faculty resources to ensure broadly-prepared teachers
Coordinate to prepare special education administrators when and where they are needed
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Donmoyer, R., Imber, M., & Scheurich, J. (Eds.) (1995). The knowledge base in educational administration: Multiple perspectives (pp. 1-13). Albany, NY: State University of New York Press.
Robinson, V., & Lai, M. K. (2006). Practitioner research for educators: A guide to improving classrooms and schools. Thousand Oaks, CA: Corwin.
Sullivan, W. (2005). Work and integrity: The crisis and promise of professionalism in America. San Francisco: Jossey-Bass.
Weick, K., & Sutcliffe, K. (2007). Managing the unexpected: Resilient performance in an age of uncertainty . San Francisco: Jossey-Bass.