Using a Rapid Prototyping Process to Transform Teacher

Education Curricula Beverly Kopper, Provost and Vice Chancellor for Academic AffairsKaty Heyning, Dean, College of Education and Professional Studies

Ellyn M. Dickmann, Associate Dean, College of Education and Professional Studies

University of Wisconsin-Whitewater

NOTE

How a College implemented a fundamental shift in culture through a rapid prototyping process to transform teacher education curricula—DURING hard times. How good work was accomplished during hard times Transformation that was sparked by the Red Balloon Project Result = model guiding process

A case study of:

WHO WE ARE

Four-year, coeducational, residential campus Located between Madison, Milwaukee and Chicago Enrollment: 11,615

Undergraduates: 10,230 Graduates: 1,385

Employees: 1,286 Faculty: 356 Academic staff: 503

University of Wisconsin-Whitewater

SUSTAINING GOOD WORK

Key conditions for sustaining good work in hard times*

1. Positive restlessness2. Data about students and their successes3. Academic and Student Affairs collaborate4. Campus leaders work to increase understanding of the importance of student success

*Kuh, Kinzie, Schuh & Whitt. (2011). Fostering Student Success in Hard Times. Change, July-August.

HARD TIMES

2007-09 BIENNIUM Cash lapse = $1 million 2 percent pay plan in 2009 rescinded

2009-11 BIENNIUM No pay plan 16 unpaid furlough days = salary decrease of 3.065 percent Cash sweep = $1.4 million 1 percent across the board reduction = $693,068 Additional base reduction = $2.8 million 5.8 percent increase in employee cost of retirement

HARD TIMES

2011-13 BIENNIUM No pay plan Health insurance cost to employees increased ($124-$341/month for family coverage) Base budget reduction = $4.3 million in 2011-12 Budget lapse = $2 - $3.5 million in 2011-12

Setting/Background University of Wisconsin-Whitewater Colleges College of Education and Professional Studies (COEPS) historical perspective

Leadership transitions (provost, dean, chairs)

Campus and the college expectations

Challenges the college faced Reputation in the state External forces Internal forces Competitors

TRANSFORMATION

What had to fundamentally change? Culture

From a culture of change that is “event” driven to a culture of ongoing change and continuous improvement

Prioritization of the many needed changes

Middle Child/Early Adolescent Licensure Program

TRANSFORMATION TIMELINE

1868 Whitewater Normal SchoolCirca 1980s – Current program created2009 NCATE and state review 2010 Strategic priorities, faculty adoption2011 Spring semester (awareness and planning process)2011 Summer (15 weeks)

LEADERSHIP CHALLENGES

Perspective New Dean from the inside (pros and cons) Context of hard times Political turmoil targeting education in Wisconsin

Leadership Challenges Low morale Silo philosophy Prior leadership history

THE PROCESS

Sparked by the Red Balloon article Lower cost, time to degree completion Increase student participation Respond to challenges of technology

Purpose set and known by all Reward structures Driving internal and external forces Rapid prototyping model Practical implications

THE PROCESS

Phase I—At the onset of the summer work Reflects support of leadership Reflects Red Balloon Connection Reflects good work during

hard times Cultural shift/transformation

PURPOSE-CULTURAL SHIFT

Build cross-department relationships, knowledge base, and collaborations Build cross-college relationships, knowledge base, and collaborations Develop a resource list Deadline: Presentation for College— Fall 2011 Develop a prototype

What students should be, know, able to do, and have experienced by the end of their program(s) in the college

DRIVING INTERNAL AND EXTERNAL FORCES

Internal “Nothing will ever change.” “It’s summer; no one is here.” Student feedback Employer feedback Accreditation feedback

External International, national,

state, local

RAPID PROTOTYPING MODEL

Definition Testing, utilizing a group of

techniques to approximate actual desired state/outcome

Advantages Foster communication Decrease development and

implementation time Minimize necessary changes Focus on features for

sustained/limited timeframe

PROCESS DESCRIPTION

Phase II–During summer work Reflects support of leadership Reflects Red Balloon connection Reflects good work during hard

times Cultural shift/transformation

PROCESS DESCRIPTION

Logistics Timeframe (summer) Participants (availability and compensation) Meeting times Facilitation strategies Recordkeeping “The elevator concept”

PROCESS DESCRIPTION

The frames Historical perspective

Multiple attempts Other changes/shifts

in the college

Frameworks The college’s mission The college’s

conceptual framework NCATE standards DPI requirements

(more flexibility than perceived)

PROCESS DESCRIPTION

Beliefs, philosophy, data/evidence What students want/need What students need to know, be, do

have experienced What we care about most as a college

Critical thinking; early and frequent and high quality field experience; rigor; risk-free; high expectations; collaborations, etc.

Literature review (supply and demand, employment data, etc.)

PROCESS DESCRIPTION

Provost visit, Chancellor visit (dean stayed away)

Bold direction “Leading edge not bleeding

edge” Be bold

SUMMARY

Phase III–Outcome–Reflects support of

leadership–Reflects Red Balloon Connection end result–Reflects good work during hard times end result–Cultural

shift/transformation end result–Bold direction

SUMMARY

Department led – ownership given “Dine and Design” Department led First step rearranging building blocks, improving quickly Next step change program - acculturation

Ex: All methods courses will have a field component All courses will address: Working with students and

families, RTI, Classroom management, Diversity series requirement

Fall, 2012 new cohort launch 2012-2013 curricular processes to new program Fall, 2013 new program launch

PRACTICAL IMPLICATIONS

Timing Don’t stop (slow down…don’t stop) Faculty champions Support non-tenured faculty Hire well Visible responsibility, annual reports, strategic plans Everyone finds “me” in the plan Honor traditions and past efforts without dwelling on them Vigilance – one eye looking in while the other looks out

Comments?Questions?