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Inclusive Teacher Preparation Programs at Mount Saint Mary College

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Title: Inclusive Teacher Preparation Programs at Mount Saint Mary College


1
Inclusive Teacher Preparation Programs at Mount
Saint Mary College
  • Dee Berlinghoff, Ph.D.
  • berlingh_at_msmc.edu

2
Overview
  • Relationships with schools
  • Undergraduate Programs
  • Questions

3
Relationships with Schools
  • At various times we have worked with 50 local
    school districts and BOCES.
  • Director of Student Teaching maintains a data
    base of schools, administrators, and policies.
  • Some faculty work with DST, some have individual
    relationships
  • We also work with a variety of community agencies

4
Relationships with Schools
  • Course-embedded fieldwork
  • Committee Service
  • Professional Development

5
Relationships with Schools
  • Course-embedded fieldwork
  • Independent
  • Faculty supervised

6
Relationships with Schools
  • Faculty Supervised Fieldwork
  • Takes place during class time
  • Faculty accompany candidates to the field
  • Supervise candidates working with pupils in
    grades 1-12 settings.
  • Participating teachers earn credits toward
    conferences or courses.

7
Relationships with Schools
  • Faculty Supervised Fieldwork
  • For dual certification candidates, placements
    occur in a variety of settings (inclusion,
    resource, self-contained).
  • Our research has shown that candidates find this
    type of fieldwork beneficial.
  • Cowan, R., Berlinghoff, D. (2008). Course
    embedded fieldwork A look at a working model.
    The Language and Literacy Spectrum, 18, 20-27.

8
Relationships with Schools
  • Faculty Supervised Fieldwork
  • Requires an extensive amount of time to be spent
    in schools however, the payoff is great.
  • Relationships with teachers
  • Service to the community

9
Relationships with Schools
  • Committee Service
  • A number of us serve on district committees.
  • Professional Development

10
Undergraduate Programs
  • Dual Childhood and Dual Adolescence
  • Note both are in the midst of revision as a
    result of reflection
  • NCATE and SPA reports

11
Undergraduate Programs
  • Dual Childhood/Special Education
  • Strong emphasis on inclusion
  • Encourage all students to pursue dual option
  • Basics of planning focuses on unit planning
  • General methods focuses on four models of
    instruction direct, inquiry, information
    processing, and cooperative learning.

12
Undergraduate Programs
  • Dual Childhood/Special Education
  • Childhood and Adolescent candidates in same
    course.
  • Special ed methods focuses on direct instruction
  • There are two special ed methods courses
  • First course focuses on teaching tool skills
  • Second course focuses on strategy instruction
  • Course-embedded fieldwork in both

13
Undergraduate Programs
  • Dual Adolescence/Special Education
  • Strong emphasis on inclusion
  • Encourage all students to pursue dual option
  • Curricular planning focuses on unit planning in
    the content area
  • Content specific methods focus on three models of
    instruction direct, inquiry, and cooperative
    learning.

14
Undergraduate Programs
  • Dual Adolescence/Special Education
  • Childhood and adolescent candidates in same
    course.
  • Special ed methods focuses on direct instruction
  • There are two special ed methods courses
  • First course focuses on teaching tool skills
  • Second course focuses on strategy instruction
  • Course-embedded fieldwork in both

15
Questions
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