Inclusive Teacher Preparation Programs at Mount Saint Mary College Dee Berlinghoff, Ph.D.

Overview  Relationships with schools  Undergraduate Programs  Questions

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

Relationships with Schools  Course-embedded fieldwork  Committee Service  Professional Development

Relationships with Schools  Course-embedded fieldwork  Independent  Faculty supervised

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.

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,

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

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

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

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.

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

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.

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

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