(EI), and/or early childhood special education (ECSE). The original randomized experimental design studied the effectiveness of the CROSSWALKS model in supporting changes in the emphasis on cultural and linguistic diversity in blended (EC/ECSE) preservice Birth-Kindergarten higher education programs. Based on the success of the model as applied in the original research study, a modified version of the CROSSWALKS approach is currently being used at community colleges in 7 states to support targeted changes (IA, IL, NC, OH, PA, VA, WA). Typically changes focus on an increased emphasis on cultural, linguistic, and ability diversity and alignment with state and national standards in EI/EC/ECSE. Current use of the model typically targets enhancements to coursework, field experiences, and program practices that respond to shared priorities for change (e.g., integration of early learning standards). The typical sequence of steps for a higher education program engaged in the CROSSWALKS process is listed below. Sequence Identify priorities for change Deconstruct/reconstruct courses to consistently and intentionally reflect priorities identified ◌ Develop syllabus rubric to guide changes ◌ Examine course objectives / learning outcomes ◌ Analyze and adjust course assignments to reflect both knowledge/skill/disposition acquisition and application related to priorities ◌ Adjust instructional resources (content and process) to support objectives and assignments ◌ Examine alignment with state, national, and/or campus standards Examine revised courses to determine gaps and overlaps in overall instructional sequence; adjust Examine sequence of field experiences for scope, sequence, and variety; adjust Examine program practices (e.g., program website, practicum manual, recruitment) vis-à-vis priorities Identify and provide a sequence of professional development to support changes in content and process Evaluate all components of the model to determine needs at program and individual levels, monitor change and impact on faculty, staff, and students Specialized approaches to professional development have been developed to support participants in the CROSSWALKS model. These include “Master Classes” that actively engage faculty members in discovering new instructional resources (readings, media, websites) and instructional methodologies (e.g., dilemmas of daily practice) tailored to making desired changes in the courses they teach. For additional information about the CROSSWALKS model, contact Camille Catlett (919/966-6635; ) or Susan Maude (515/294-2370; ).
(EI), and/or early childhood special education (ECSE). The original randomized experimental design studied the effectiveness of the CROSSWALKS model in supporting changes in the emphasis on cultural and linguistic diversity in blended (EC/ECSE) preservice Birth-Kindergarten higher education programs. Based on the success of the model as applied in the original research study, a modified version of the CROSSWALKS approach is currently being used at community colleges in 7 states to support targeted changes (IA, IL, NC, OH, PA, VA, WA). Typically changes focus on an increased emphasis on cultural, linguistic, and ability diversity and alignment with state and national standards in EI/EC/ECSE. Current use of the model typically targets enhancements to coursework, field experiences, and program practices that respond to shared priorities for change (e.g., integration of early learning standards). The typical sequence of steps for a higher education program engaged in the CROSSWALKS process is listed below. Sequence Identify priorities for change Deconstruct/reconstruct courses to consistently and intentionally reflect priorities identified ◌ Develop syllabus rubric to guide changes ◌ Examine course objectives / learning outcomes ◌ Analyze and adjust course assignments to reflect both knowledge/skill/disposition acquisition and application related to priorities ◌ Adjust instructional resources (content and process) to support objectives and assignments ◌ Examine alignment with state, national, and/or campus standards Examine revised courses to determine gaps and overlaps in overall instructional sequence; adjust Examine sequence of field experiences for scope, sequence, and variety; adjust Examine program practices (e.g., program website, practicum manual, recruitment) vis-à-vis priorities Identify and provide a sequence of professional development to support changes in content and process Evaluate all components of the model to determine needs at program and individual levels, monitor change and impact on faculty, staff, and students Specialized approaches to professional development have been developed to support participants in the CROSSWALKS model. These include “Master Classes” that actively engage faculty members in discovering new instructional resources (readings, media, websites) and instructional methodologies (e.g., dilemmas of daily practice) tailored to making desired changes in the courses they teach. For additional information about the CROSSWALKS model, contact Camille Catlett (919/966-6635; ) or Susan Maude (515/294-2370; ).
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