Collaborative Models and Frameworks for Inclusive Educator Preparation Programs: (Advances in Higher Education and Professional Development)

The intricacies of providing quality education for school-age children can best be realized through collaboration between practitioners. This same ideology has infiltrated education preparation programs, encouraging the emphasis on collaborative methodologies of program design, development, implementation, and evaluation. This context presents a huge challenge for many education preparation programs, but one that has been partially realized in some states through large-scale reform models. Collaborative Models and Frameworks for Inclusive Educator Preparation Programs provides relevant theoretical frameworks and the latest empirical research findings in collaborative strategies in educator preparation programs and addresses the impact on accreditation and changes in policies as a result of large-scale collaborative models. Covering topics such as education reforms, social justice, teacher education, and literacy instruction, this reference work is ideal for teachers, instructional designers, administrators, curriculum developers, policymakers, researchers, scholars, academicians, practitioners, and students.

About the Author :
Dr. Beverly Sande PhD, has spent 28 years advancing teacher preparation and inclusive education. She is Associate Professor and Director of the Panther Teaching Academy and Panther Educator Residency Consortium at Prairie View A&M University, where she designs programs to prepare teachers to serve diverse learners, including students of color, students with disabilities, and gifted students. Her work centers on equity-driven teacher education, collaborative improvement, and scaling educational initiatives. She has led interdisciplinary teams supporting teacher candidates in certification readiness and classroom effectiveness. Dr. Sande has also partnered across institutions to develop innovative preparation models, including Dual License Programs, Co-teaching Models, Yearlong Residencies, and University-School Partnerships. Her leadership and scholarship reflect a sustained commitment to large-scale reforms strengthening educator preparation and improving outcomes for all students. Charles William Kemp , Ed.D., serves as Associate Professor at Shawnee State University School of Education in the Intervention Specialist and Primary Intervention Specialist Blended programs, both undergrad and grad levels. Kemp has more than 35 years of teaching and administrative experience (PK-12) in the US and abroad. His passion for inclusive education of all students, includes higher education. This passion supports his research interests in post-secondary transition planning, particularly for students with more complex needs, co-teaching in higher education as a model for preservice teachers, and dual-licensure teacher preparation program development to better prepare preservice teachers for the students found in today’s PK-12 classrooms. His presentations at the state and national levels always reflect his inclusive focus for ALL students.