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Merged General Education Special Education Teacher Preparation University of Southern Maine College

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State and Higher Education Policy, Practices, and Strategies to Improve the ... to a good extent 44%, to a fair extent 39% Teach students with special needs ... – PowerPoint PPT presentation

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Title: Merged General Education Special Education Teacher Preparation University of Southern Maine College


1
Merged General Education Special Education
Teacher PreparationUniversity of Southern
MaineCollege of Education and Human Development
Department of Teacher Education Extended
Teacher Education Program (ETEP)
  • National Invitational Forum
  • State and Higher Education Policy, Practices, and
    Strategies to Improve the Teaching of Students
    with Disabilities
  • Arlington, VA
  • June 28 30, 2007
  • Walter H. Kimball

2
K-8 Unified General Education Special Education
Concentration
  • 2 year, cohort based, graduate 54 credit
    certification and degree program
  • K-8 General Education, K-8 Special Education
    certification
  • Master of Science in Special Education
  • NCATE Accreditation and state program approval
  • Began 1999
  • 2003 redesigned as certification pathway for
    paraeducators- offer the program where the people
    are
  • INTASC Model Standards for Licensing General and
    Special Education Teachers of Students with
    Disabilities
  • Co-coordinated by school and university faculty

3
Common Targets, Different Paths
  • An eight month placement each in general
    education and special education
  • Individual Internship Plan (IIP)
  • http//www.usm.maine.edu/wkimball/etepunified/int
    ernship/IIP/IIPgenedsped.htm
  • Collaboration between school and university
    faculty to design placements
  • Collaboration between interns, course
    instructors, internship supervisors, general
    education and special education classroom mentor
    teachers
  • Online tools, online learning community web
    based journal, web-based portfolio, courses

4
Research-based Program Curriculum Strands
  • Positive Behavioral Interventions and Supports
    (PBIS)
  • Assessment Curriculum-based assessment,
    Progress Monitoring/Response to Instruction,
    standardized testing.
  • Explicit Instruction
  • Strategic Learning
  • Co-Teaching under consideration
  • introduced in Coursework, guided practice
    opportunity, internship assessment project

5
Assessments Across General Education and Special
Education
  • Teaching various student groupings in general
    education and special education individual
    student, pairs, small groups, whole class
  • Teaching Standards Reviews in general education
    and special education (2 licenses)
  • Internship Journal
  • Teaching Unit
  • Teaching Videotape and Reflection
  • Capstone Portfolio and Presentation
  • Vision Statement
  • Positive Behavioral Interventions and Supports
    Project
  • Response to Instruction Project
  • Learning Strategies Project

6
Preliminary Program Data Exit Survey with 2005
2007 groupRate the extent to which you feel
prepared or confident in your ability to carry
out each of the following very much, to a
good extent, to a fair extent, very little
  • Differentiate lessons to meet the needs of
    students with a range of abilities, learning
    styles, and backgrounds
  • very much 61, to a good extent 31
  • Read, understand, and implement IEPs
  • very much 56, to a good extent 43
  • Accommodate individual differences by adapting
    curriculum and instruction
  • very much 77, to a good extent 23
  • Teach students with different ability levels in
    the same class
  • very much 67 to a good extent 17
  • Teach students with different socio-economic
    backgrounds
  • very much 90 to a good extent 11
  • Teach students from diverse racial/ethnic/cultural
    backgrounds
  • very much 83 to a good extent 6
  • Teach students with different linguistic
    backgrounds

7
Collaborative Preparation Research
  • Simultaneous School and University Renewal What
    is the impact on the program, the university
    department and the school of a collaborative
    preparation curriculum? What is the impact on
    the internship experience, university
    supervision, and the school of requiring general
    education and special education placements for
    each candidate?
  • Teacher Development What is the impact of a
    collaborative preparation program on a
    candidates teaching during the internship and
    during the first years in the profession, whether
    a general educator or a special educator? What
    is the impact of a collaborative preparation
    program on a candidates bridging of general
    education and special education during the
    beginning induction years of teaching?
  • Program website http//www.usm.maine.edu/wkimba
    ll/etepunified
  • Walter H. Kimball
  • 500 Bailey Hall
  • University of Southern Maine
  • Gorham, ME 04038
  • 207-780-5082
  • wkimball_at_usm.maine.edu
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