Overview
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Estimated Time to Complete: 2 hours
This module helps higher education faculty use OLAC resources to prepare candidates for roles on Ohio’s leadership teams. These roles are essential for the continuous improvement of teaching and learning that is the hallmark of professional responsibility. This critical content is unique to Ohio and therefore unlikely to be found in textbooks and other curriculum materials developed for the national teacher-education market.
This module considers:
- Ohio’s Leadership Development Framework;
- The relevance of the Ohio Improvement Process to prospective educators;
- The alignment between OLAC resources and foundational (Transfer Assurance Guide—TAG) courses in teacher education curricula; and
- Various ways to use OLAC and Moving Your Numbers resources to augment courses in programs for teacher and administrator preparation
Module Content
You can download a document that includes all content from the module, with the exception of videos. This resource can support your learning while completing the module or be saved for future reference.
Additional Documents
Families, Communities and Schools
Individuals with Exceptionalities
OLAC Essential Practices Reference Guide
Discussion Questions
What criteria do you use to select books, articles, blogs, websites, and so on to include as resources in your teacher- or administrator-preparation courses? Which OLAC and MYN materials fit these criteria best?
What resources in addition to readings do you most often adopt (or adapt) to make your courses relevant to teacher and administrator candidates? Which resources of these types might you select from the OLAC and/or Moving Your Numbers websites?
Which resources cited in (and linked from) OLAC modules present knowledge and skills that would add meaningfully to your teacher- or administrator-preparation courses?
What materials and instructional strategies do you use to help candidates learn to function effectively in the collaborative culture of most contemporary schools? Can OLAC resources help? In what ways?
How might you use the OTES and/or OPES crosswalks in your educator preparation courses?
How might faculty members who teach similar courses (within or across institutions of higher education) organize themselves into communities of practice (COPs) in order to learn from one another? Are there ways that OLAC resources or efforts might support COPs with this aim?
Activities
Introductory Activities
Fundamental Commitments
Identify one of OLAC’s fundamental commitments. Then discuss its applicability to your IHE’s teacher- and/or administrator-preparation curricula. Some possible OLAC commitments to consider are (a) inclusivity, equity, and social justice; (b) collaborative professional cultures; (c) shared leadership; (d) continuous improvement; and (e) evidence-based practice.
Teaching Cases
Use one of OLAC’s teaching cases as a basis for a collegial discussion about what makes an effective school district. Talk about how a shared vision of what makes an effective school district infuses your teacher- and/or administrator-preparation programs.
OLAC Resources
Select an OLAC resource that might be used as part of your IHE’s efforts to develop, improve, and sustain clinical partnerships with local schools and districts. In what specific ways might the resource be used?
Advanced Activities
OLAC Modules
With colleagues from your department or program, review the content of one or more OLAC modules to determine which readings, videos, tools, or linked resources might augment an existing course in one of your IHE’s teacher- or administrator-preparation programs. Develop a plan for adding the resource to the course and evaluating its effectiveness.
Shared Commitments
As part of your IHE’s effort to provide PD to the clinical supervisors who partner with your teacher- or administrator-preparation programs, identify OLAC videos, podcasts, and/or webinars that would promote meaningful learning and cultivate shared commitments. Develop a plan for a workshop (e.g., the agenda, slide deck, activities, and so on) that draws on one or more of those OLAC resources.
Case Studies
Collecting and analyzing case study data can be a powerful way for candidates to learn about a wide range of educational practices (e.g., teaching, making effective use of data, sharing leadership). Using the OLAC case studies as a model, develop a case-study protocol to structure a group project for one of your courses.
You can earn credit and contact hours for modules, webinars, and podcasts completed on the OLAC site.
For more information, visit the Credit Corner. If you’re seeking credit for the Gifted Education Professional Development Course or the Culturally Responsive Practices Program courses, you can find that information on the course overview pages.