Saskatchewan Learning Shared Leadership Institute PreService Education Working Table Project Mapping

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Saskatchewan Learning Shared Leadership
InstitutePre-Service Education Working Table
ProjectMapping Pre-service Preparation in
Saskatchewan

• Prepared by Co-chairs
• Dr. Len Haines (U of S)
• Dr. Nick Forsberg (U of R)
• and
• Randy Duncan (Project Researcher)
• Spring 2006

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Pre-Service Education Working TableMembers

• 21 Representatives from 10 Organizations
• University of Saskatchewan (7) Education,
  Kinesiology, Nursing, Medicine
• University of Regina (3) 2 representatives
• Saskatchewan Learning (2) 2 representatives
• Saskatchewan Association of Occupational
  Therapists (2)
• Saskatchewan School Boards Association (1)
• Saskatchewan Teachers Federation (2)
• Saskatchewan Registered Nursing Association (1)
• Saskatchewan School Divisions (1)
• Health Regions (1)
• Federation of Saskatchewan Indian Nations (1)

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Pre-Service Project Goal

• To enhance understanding and opportunities for
  shared learning within and among institutions
  engaged in pre-service preparation of human
  service professionals
• Phase 1 Program Mapping
• Phase 2 Identifying and/or Creating Reusable
  Learning Objects
• Phase 3 Designing and Delivering Shared Learning
  Opportunities

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Deliverables (Phase 1)

• A list of institutions engaged in pre-service
  preparation
• A survey of institutions that maps philosophies
  and practices
• Descriptions of the institutions programs based
  on the 6 effective practices of SchoolPLUS
  framework
• Gaps and overlaps analysis across institutions
• Opportunities for new and shared learning options
• The above information incorporated into a
  SchoolPLUS Website

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Institutions Surveyed

• Surveys Sent Institution
• 6 University of Saskatchewan (6 colleges)
• 3 University of Regina (3 colleges)
• 1 First Nations University
• 1 School of Indian Social Work
• 5 SAIST (4 campuses and the vice-president of
  programs)
• 9 Regional Colleges (9 colleges)
• 25 Total

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Institutions that responded

• 6 Completed the Administrator Questionnaire A
• SIAST Kelsey Campus Early Childhood Education
• SIAST Kelsey Campus Educational Assistant
• U of R Faculty of Education
• U of S College of Kinesiology
• U of S College of Nursing
• U of S College of Education

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Survey Development

• Three questionnaires were constructed
• a) Administrator Questionnaire A
• (map philosophies and practices)
• b) Instructor Questionnaire B
• (categorize courses by 6 effective
  practices)
• c) Semi-structured Interview Form C

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Results of Administrators Survey (Questionnaire
A) Return rate n 6 (24)

• 5 (83) of the 6 respondents were aware of the
  SchoolPLUS initiative.
• 1 Not Applicable 2 Not at all 3 Somewhat
  4 Regularly 5 consistently
• Mean Items (Section B Awareness)
• 3.60 Q3 formally incorporates SchoolPLUS into
  pre-service education courses
• 4.00 Q4 uses the language of SchoolPLUS
• 3.00 Q5 lack of knowledge about SchoolPLUS
  concepts
• 3.00 Q6 links with other institutions in
  providing pre-service education in human
  services integration

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Results of Administrators Survey (Questionnaire
A)

• Selected results from Section C Philosophy and
  Practice
• 1 Not Applicable 2 Not at all 3 Somewhat
  4 Regularly 5 consistently
• Mean Item
• 3.50 Q7 our institution is developing plans to
  support the pre-service component of
  SchoolPLUS
• 3.67 Q9 our institution is keeping current with
  new developments in SchoolPLUS
• 3.00 Q10 our pre-service courses explicitly
  incorporate the 6 effective practices of
  SchoolPLUS

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Results of Administrators Survey (Questionnaire
A)

• The item with the lowest mean score (M 2.67)
  was 25
• Our pre-service education of human services
  professionals encourages a process of youth
  engagement as the key to shaping school policy
  and practice.
• a rating between Not at All and Somewhat

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Questionnaire A Open-ended Questions

• Please identify any initiatives and/or
  innovations that have been taken at your
  institution with respect to pre-service education
  in human services integration and/or SchoolPLUS
  concepts
• Forum for all EFDT 101 teacher candidates
• Interprofessional Collaboration Conference
  (October, 2005)
• Student leadership series (preparation)
• Expanded our level of agencies and services when
  placing students on practicum
• Held SchoolPLUS Congress
• Incorporate SchoolPLUS content into pre-service
  courses
• Organize SchoolPLUS oriented field experiences

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Questionnaire A Open-ended Questions

• What would you recommend to improve pre-service
  education of human service professionals in a
  context of human services integration and/or
  SchoolPLUS at your institution?
• Create a Human Services Integration School
• Create elective courses on SchoolPLUS open to
  different colleges
• Arrange field experiences where mixed teams
  experience SchoolPLUS
• Host conferences and workshops attended by all
  colleges
• Each program should hold advisory meetings with
  individuals from industry to be current and
  relevant in training and education
• More opportunities for interprofessional
  interaction in courses and/or practica

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Questionnaire A Open-ended Questions

• From a pre-service perspective, please identify
  any concerns or problems you have seen or
  anticipate with the human services integration
  and/or SchoolPLUS concept/vision
• Loss of momentum and focus
• Lack of suitable opportunities for professional
  colleges to create shared courses and learning
  opportunities
• Lack of a coordinating and planning body within
  and across institutions
• The concept and its implementation appear so
  large it is difficult to know how to prepare
  students
• Not knowledgeable, but I think it represents
  exciting opportunities for teacher education

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Results of Instructor Survey- (Questionnaire
B)10 instructor questionnaires representing
16 accreditation areas

• Identified Accreditation Areas
• SIAST - Early Childhood Education Certificate
• SIAST- Early Childhood Education Diploma
• Bachelor of Science in Nursing
• Bachelor of Education in Educational
  Administration
• Bachelor of Education prerequisites for Masters
  in Special Education
• Bachelor of Education prerequisites for Masters
  in Counseling and Psychology
• Bachelor of Education prerequisites for Masters
  in Measurement and Evaluation
• Masters in Educational Psychology and Special
  Education
• SIAST - Educational Assistant Certificate
• SIAST Youth Care Worker Certificate
• SIAST Youth Care Worker Diploma
• SIAST Rehabilitation Worker Certificate
• Bachelor of Science in occupational Therapy
• Bachelor of Education
• Integrated Masters of Education
• Masters of Continuing Education

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Results of Instructor Survey- (Questionnaire
B)10 instructor questionnaires representing
16 accreditation areas

• 180 core courses identified in 16 accreditation
  areas.
• 32 elective courses identified in the 16
  accreditation areas.
• 99 core courses had 3 or more of the 6
  effective practices of SchoolPLUS identified as
  relevant.
• 17 of the elective courses had 3 or more of the
  6 effective practices of SchoolPLUS identified.
• 54 courses identified all 6 effective practices
  of SchoolPLUS
• 5 courses listed none of the 6 effective
  practices of SchoolPLUS

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Results of Questionnaire B College of Nursing

• Identified 18 core courses (no elective courses)
• None of the 6 effective practices were identified
  as a predominant theme throughout the nursing
  courses
• Adaptive leadership - 9 courses
• Caring Respectful School Environments - 9
  courses
• Responsive Curriculum Instruction - 10 courses
• Assessment for Learning - 11 courses
• Authentic Partnerships - 8 courses
• Comp. Prevention Early Intervention - 10 courses

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Results of Questionnaire B

• The following two programs listed all 6 effective
  practices as having a primary emphasis in almost
  all of their courses
• Educational Assistant Certificate (SIAST)
• For 13 of their 16 core courses
• For the remaining 3 courses (Interpersonal
  Skills, Basic Core Skills, Behavioural Principles
  Practices) no effective practices were
  identified
• Educational Psychology Special Education (U of
  S)
• - For 9 of their 13 core courses

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Results of Questionnaire B

• In addition to Nursing, Ed. Psych. Special Ed.,
  and the Educational Assistant Certificate the
  following accreditation areas had no detectable
  theme among the 6 effective practices (i.e.,
  multiple practices identified for each course)
• Youth Care Worker Certificate (SIAST)
• Rehabilitation Worker Certificate (SIAST)
• Educational Foundations (U of S)

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Results of Questionnaire B good example of a
theme

• The best example of a program of study where a
  theme for primary emphasis was detectable was
  for
• BSc. of Occupational Therapy (21 courses)
• - Adaptive leadership - 2 courses
• - Caring Respectful School Environments - 3
  courses
• - Responsive Curriculum Instruction - 8 courses
• Assessment for Learning - 9 courses
• Authentic Partnerships - 8 courses
• Comp. Prevention Early Intervention - 3 courses

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Results of Questionnaire B Difficulties
identifying a Primary Emphasis

• One program, Youth Care Worker Diploma (SIAST),
  did not list any of the 6 effective practices as
  having a primary emphasis for 11 of 21 of their
  core courses
• Examples
• Culture and Diversity
• Introduction to Microsoft Word
• Microsoft EXCEL 1
• Program design B
• Practicum 1 2
• Human Sexuality
• Microsoft Powerpoint Web Publications
• Conflict Resolution

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Results of Instructor Survey- (Questionnaire
B)10 instructor questionnaires representing
16 accreditation areas

• Additional Comments
• It was somewhat difficult to relate educational
  terminology to a health framework, but concepts
  are very similar. The occupational health
  philosophy is very much one of client-centeredness
  , teamwork, intervention based on assessment and
  flexibility and adaptability. These weave
  throughout our whole curriculum but may not
  always be listed as course objectives. I believe
  they reflect the content of your effective
  practices framework.
• Should provide participants with an explanation
  of what is meant by Accreditation/Credential
  Path was not clear in the descriptions
  provided.
• It was difficult to relate specifically to your
  Effective Practice Framework. In many of our
  classes, we focus on more than children and youth
  populations many interventions relate to
  communities, of which children and youth are a
  part. The courses named here may address some of
  the effective practices in a broad perspective.
  Each course has separate teachers it was deemed
  more effective for one person in consultation
  with teachers and in reference to the curriculum
  manual to complete the survey on the entire NEPS
  curriculum.

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Where do we go from here?

• Phase 2
• Creating Reusable Learning Objects (RLO)
• Use outcomes of the Program Mapping Project to
  identify shared learning goals and outcomes for
  pre-professionals within and across institutions.
  
• Identify or create high utility learning objects
  and repositories to address the shared learning
  goals.

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Where do we go from here?

• Phase 3
• Designing and Delivering Shared Learning
  Opportunities
• Invite additional institutions to participate
• Bring together the institutions to design and
  deliver new courses, field experiences, or other
  learning opportunities
• Campus Saskatchewans online learning environment
  could be one shared venue

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Resources

• Campus Saskatchewan http//www.campussaskatchewa
  n.ca/
• UBC College of Health Disciplines
• http//www.health-disciplines.ubc.ca/