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Author: Cheronda Farrish Publisher: ISBN: Category : Career development Languages : en Pages : 336
Book Description
A need existed to examine the perceptions of cooperating teachers in a special education professional development partnership. The focus of this research was to understand what special education cooperating teacher perceived to be the benefits, challenges and role of the special education cooperating teacher, during the professional development year. The benefits and challenges of assuming the role as a cooperating teacher in a special education professional development partnership, and the cooperating teacher's perception of the role is largely understudied. Preparing future special education teachers can be a daunting task, and there are few cooperating teacher who volunteer to fulfill this demanding role. Research suggests that beginning special education teachers often enter the field not adequately prepared. Research also emphasizes that cooperating teachers are often the most influential factor in the development of interns or novice special education teachers, as they have the most contact and communication with the intern, throughout the professional development year. Research demonstrated the need for interns to be supported by a special education cooperating teacher who models, co-plans, gives feedback, teaches the individual education plan process, teaches behavior management and provides frequent opportunities to practice and reflect while allowing the intern to assume more responsibility, eventually taking over the classroom as the lead teacher. Teacher preparation has become increasingly more collaborative between universities and schools, because of these expectations. This research focused on 18 cooperating teachers, in the District of Columbia, Maryland and Virginia areas, who assume or have assumed the role of a cooperating teacher, in a special education professional development partnership. This study examined what cooperating teacher perceived to be benefits, challenges and their perceptions of the role.
Author: Cheronda Farrish Publisher: ISBN: Category : Career development Languages : en Pages : 336
Book Description
A need existed to examine the perceptions of cooperating teachers in a special education professional development partnership. The focus of this research was to understand what special education cooperating teacher perceived to be the benefits, challenges and role of the special education cooperating teacher, during the professional development year. The benefits and challenges of assuming the role as a cooperating teacher in a special education professional development partnership, and the cooperating teacher's perception of the role is largely understudied. Preparing future special education teachers can be a daunting task, and there are few cooperating teacher who volunteer to fulfill this demanding role. Research suggests that beginning special education teachers often enter the field not adequately prepared. Research also emphasizes that cooperating teachers are often the most influential factor in the development of interns or novice special education teachers, as they have the most contact and communication with the intern, throughout the professional development year. Research demonstrated the need for interns to be supported by a special education cooperating teacher who models, co-plans, gives feedback, teaches the individual education plan process, teaches behavior management and provides frequent opportunities to practice and reflect while allowing the intern to assume more responsibility, eventually taking over the classroom as the lead teacher. Teacher preparation has become increasingly more collaborative between universities and schools, because of these expectations. This research focused on 18 cooperating teachers, in the District of Columbia, Maryland and Virginia areas, who assume or have assumed the role of a cooperating teacher, in a special education professional development partnership. This study examined what cooperating teacher perceived to be benefits, challenges and their perceptions of the role.
Author: Sharon Hartin Iorio Publisher: Rowman & Littlefield ISBN: 1475834446 Category : Education Languages : en Pages : 225
Book Description
Recent national attention has focused on the benefits of school-university-community partnerships to increase the pipeline of highly qualified teachers for urban students, but little has been published about large-scale partnerships. This book about one urban teacher education partnership is written for those who want to plan, direct, work in, or study a full-scale, pre-K-12 school, university, and community partnership. The book offers a comprehensive approach to urban teacher education. Topics cover (1) recruitment; (2) a large-scale Professional Development School model (e.g. 400 candidates per semester) and an early childhood residency graduate program (20 candidates per cohort)—two partnership programs embracing all university preservice teacher candidates; (3) induction support for new teachers, and finally, (4) professional development for candidates and experienced, in-service teachers. Each of the six chapters show how the separate parts of teacher education can be interrelated to build a stronger, more cohesive, integrated system to serve teachers and ultimately Pre-K-12 students. A review and reflection on a single teacher education partnership, this easy-to-use book, is clearly documented by interviews, five-year evaluation outcomes, and a retrospective analysis that embraces sociocultural themes.
Author: Jennifer L. Goeke Publisher: Routledge ISBN: 1315518430 Category : Education Languages : en Pages : 262
Book Description
Redesigning Special Education Teacher Preparation describes both challenges and possible solutions to redesigning and restructuring high-incidence teacher preparation programs so graduates will meet the Highly Qualified Teacher requirements and be prepared to teach students with high-incidence disabilities. This powerful new text discusses many possible reforms, including field-based teacher preparation, a focus on evidence-based core practices and teacher moves, collaboration with K–12 school-based partners as teacher educators, interdisciplinary collaboration across university faculty, and a grounding in current expectations for high-stakes accountability and program evaluation.
Author: Douglas J. Fiore Publisher: Routledge ISBN: 1351858238 Category : Education Languages : en Pages : 151
Book Description
Learn how to collaborate with parents and special education advocates to ensure student success. This practical book shows you how to navigate the tricky path to meeting special education goals and outcomes. It also provides strategies to help you communicate and partner more effectively with families and specialists. Part I of the book offers key information on how special education has evolved over recent decades and what the Individualized Education Plan process entails. Part II features techniques for strengthening communication so you can avoid conflict and create as strong a partnership as possible. You’ll learn the specific roles of advocates and parents, and you’ll gain practical strategies for communicating proactively and managing communication breakdowns. You’ll also uncover how to overcome the challenges of working with people during difficult times. The book is filled with tips, examples, and reflection questions to help you implement the ideas immediately. With the essential strategies in this book, you can become the best support system for the child or children you serve!
Author: Douglas Fisher Publisher: Corwin Press ISBN: 1071850504 Category : Education Languages : en Pages : 155
Book Description
For more than a year now, we educators have been tested and tested again. We’ve been stretched, we’ve been pulled, we’ve been put through the wringer. But now it’s time to "rebound." It’s time to bounce back, come back better, and benefit from the many lessons learned to reignite engagement, accelerate learning, and move forward with fresh optimism and better systems for schooling. Enter Doug Fisher, Nancy Frey, Dominique Smith, and John Hattie, whose Distance Learning Playbooks have supported more than a half million educators across pandemic teaching and who are here now to advise you on this next, absolutely critical leg of our ongoing journey. Complete with tools and strategies, prompts and exercises, Rebound: A Playbook for Rebuilding Agency, Accelerating Learning Recovery, and Rethinking Schools will help you: Address the collective traumas we have experienced during the pandemic and rebuild our sense of agency and self, so that we can attribute student success to both teachers’ and students’ efforts Evaluate what we have learned about remote teaching and learning to determine what to carry forward and what to leave behind Shift the narrative from learning loss to "learning leaps" and implement instructional and assessment practices that ensure our students reclaim lost knowledge, build skills, develop agency, and accelerate gains Redefine classrooms, learning experiences, the ways schools operate, and the very idea of schooling itself "The greatest travesty that can arise for schools after 2020/21," Doug, Nancy, Dominique, and John write, "is to rush back to the old normal, and learn nothing, or little, about what worked well. That’s why this book has focused on rebounding, and taking the opportunity to create an even better schooling system, one that serves even more students, and focuses more on what matters most." "Let′s agree not to reduce the impact that our expectations have on students′ learning. What if we talk about learning leaps instead of learning loss? What if we identify where students are in their learning and identify critical content that they must learn now to accelerate their performance in the future? And what if we raise our expectations for students rather than lower them?" —Douglas Fisher, Nancy Frey, Dominique Smith, and John Hattie
Author: Nancy Mamlin Publisher: Guilford Press ISBN: 1462503063 Category : Education Languages : en Pages : 178
Book Description
"What tools are in the toolkit of an excellent special educator, and how can teacher preparation programs provide these tools in the most efficient, effective way possible? This practical, clearly written book is grounded in current research and policy as well as the author's extensive experience as a teacher educator. It identifies what special education teachers need to know to work competently with students with a wide variety of learning challenges and disabilities. Chapters present specific guidelines for helping teacher candidates build critical skills for instruction and assessment, get the most out of field placements, and collaborate successfully with other school personnel and with parents. Subject Areas/Keywords: assessments, curriculum, disabilities, exceptional children, field work, IEPs, inclusion, instruction, learning, lessons, professional development, special education, special needs, standards, students, teacher preparation programs, teacher training, teachers, teaching Audience: Teacher educators in special education, graduate students preparing to be teacher educators, and school district personnel who provide staff development for special education teachers"--
Author: Hugh G. Petrie Publisher: State University of New York Press ISBN: 1438416032 Category : Education Languages : en Pages : 326
Book Description
The concept of professional development schools (PDS) has recently emerged as one of the most exciting possibilities for systematic educational reform. These "teaching hospitals" of the education profession typically are real schools in a district that take on, with a cooperating institution of higher education, special responsibilities for inquiry and professional preparation. Although still in their infancy, PDSs as places for professional preparation and of inquiry into teaching learning and teacher education have major policy potential.
Author: Sharon F. Cramer Publisher: Corwin Press ISBN: 150631838X Category : Education Languages : en Pages : 361
Book Description
"The valuable information and numerous strategies and resources make this a must have book for all teachers striving for effective collaborative relationships." -Spencer J. Salend, Professor SUNY, The College at New Paltz At last, a practical game plan for productive and personally rewarding collaborative relationships! General and special education teachers working side by side on a daily basis must move beyond basic communication to improve collaborative relationships inside and outside the classroom. Author Sharon F. Cramer delves into the art of the collaborative process through a series of practical exercises coupled with relevant research, and outlines a plan to make collaboration a life-long part of teaching. Preservice teachers, inservice teachers, and staff developers alike can use the activities in the book as is or adapt them to fit their own unique circumstances. Whether used for personal improvement or by a group for professional development purposes, these invaluable set of relationship-building tools will empower teachers and give them the motivation, understanding, and skills to transform unsatisfactory co-teaching relationships into productive, truly collaborative relationships. Special features include: Case stories and data from among 1,000 collaboration projects supervised by the author Up-to-date research, including an overview of current literature on collaboration "Idea try-outs"-step-by-step reflection activities for promoting independent, innovative thinking "Project try-outs"-structured research and interview activities that provide readers with focused ways to test their collaboration skills When teachers become curious, motivated learners, not only will they discover the many benefits of collaborative relationships with their peers, but they will also enrich the learning environment for their students!
Author: Elina Lampert-Shepel Publisher: Taylor & Francis ISBN: 104009404X Category : Education Languages : en Pages : 308
Book Description
This book collates the practitioner stories of university-school partnerships for the renewal of educator preparation (US PREP) teacher preparation programs across the nation, documenting the programs’ efforts to enact scaled transformative practices within their institutions. Examples include the way in which educators engage multiple stakeholders in program improvement, transform the clinical preparation of teacher candidates, develop measures of program success, and create the conditions for transformative change. Each chapter highlights the efforts of one or more of US PREP’s 32 university-based teacher preparation coalition programs. Together, the chapters offer insight into how a national coalition can effectively support transformation at the local level while creating opportunities for multilayered collaboration within and across institutions. Contributors include teacher educators and educational leaders, and topics of chapters include using data for program decision-making; applying a change management model; establishing governance over school-university partnerships; developing a vision of teaching shared between universities and school districts; promoting diversity, equity, and inclusion; and improving teacher and teacher educator professional development. Chapters also present solutions for some of the most prominent challenges in teacher education program improvement, including faculty engagement, stakeholder collaboration, university policy alignment, and state and national accreditation. Designed as a textbook, this book provides a series of guiding questions after each chapter to promote further reflection and discussion. Ideal for teacher educators, educational leaders, school practitioners, and graduate students of education, this book offers insider information that can help these stakeholders to better facilitate collaboration and participation in the improvement, scale, and sustainability of clinically rich and culturally diverse teacher preparation.
Author: Sharon F. Cramer Publisher: Corwin Press ISBN: 1506318622 Category : Education Languages : en Pages : 361
Book Description
Find case stories from up-to-date research, reflection activities, structured research and interview activities for developing collaboration skills.
Author: Cheronda Farrish
Author: Cheronda Farrish
Author: Sharon Hartin Iorio
Author: Jennifer L. Goeke
Author: Douglas J. Fiore
Author: Douglas Fisher
Author: Nancy Mamlin
Author: Hugh G. Petrie
Author: Sharon F. Cramer
Author: Elina Lampert-Shepel
Author: Sharon F. Cramer