e Led Program Work Sept 2012

7/31/2019 e Led Program Work Sept 2012

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Teaching for All Kids =

Practice for all KidsMichelle Parker-Katz


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Becoming a Teacher

You were asking what they should know and theresponse is kind of what they should be. I think this

is really interesting because its kind of nice tothink about how the question needs to change alittle bit. When we (as mentors) think aboutteacher candidates, it is so much deeper. Its the

experiences they need to have beyond just these arethe things you are going to need to know.

Parker-Katz & Bay (2008, p. 1260)


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Practice-focusTeacher Ed Curriculum

* High-leverage practices provide capacity across content andlearning environments and, when practiced well, could yield verygood outcomes with respect to student learning.

* High-leverage practices could be used and adapted, with goodjudgment, to fit with the specifics of a particular learningsituation and context.

*High-leverage practices could be identified, articulated, agreed-upon can be taught and can be learned

* Questions the taken-for-granted belief that teaching isimprovisational and few structures shape goodimprovisation.

Ball & Forzani (2009)


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High-leverage practicesFOR ALL KIDS

Universal Design for Learning

universal accessfor all

about making curriculum more inclusive

reduce the barriers by thinking about

what (multiple means of representation),

how (multiple means of action and expression), and

why (multiple means of engagement/motivation)


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UDL

www.cast.org

Home page Learning Tools

http://cast.org/learningtools/index.html

Look at the modules

(http://udlonline.cast.org/home)
http://www.cast.org/http://cast.org/learningtools/index.htmlhttp://cast.org/learningtools/index.htmlhttp://cast.org/learningtools/index.htmlhttp://cast.org/learningtools/index.htmlhttp://www.cast.org/


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Practice: Realities

Increasingly inclusive environments

Nearly 60% of students with disabilities spend 80% of

their days in gen ed; over 95% of gen educators willteach students with disabilities in their careers (Data AccountabilityCenter, 2008)

RTI

Systematic interventions in gen ed *** before ***sped


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Practice: Realities

Collaboration

Work with special educators for RTI tier 1 and

possible 2 supports; interpreting and implementingthe IEP; progress monitoring; interactions withfamilies; interactions with related personnel

that IEP

IEP at a Glance; what in the heck ARE adaptations(and the differences between accommodations andmodifications?


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Practice: Realities

Recognize strengths and challenges in ALLSTUDENTS

Teaching is about approaching instruction and contentin multiple ways; differentiation individualizedinstruction

*** Create outcomes for all, most, some students

Development

EVERYONE does in all areas. All kids.


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Practice: Realities

Disability

SpEd IL certification in seven ability populations; wide

range within each how do we come to know thecharacteristics and connected instructionalapproaches??????

GOOD TEACHING

Get to know kids; UDL; develop repertoire ofstrategies; gather assessment data that matters


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Practice for UIC graduatesof special education

62% of teachers taught in elementary/middleschool; 38% of teachers taught in high school (n= 32; 63% eligibility)

Teachers worked in a range of service deliverymodels in their current positions:

31% resource, self-contained and inclusion

22% inclusion and resource only

16% self-contained only 12.5% inclusion and self-contained only

12.5% self-contained and resource only

6% inclusion only


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Online modulesand Readings

IRIS modules

http://iris.peabody.vanderbilt.edu/

Diversity, Differentiated Instruction, Assessment

CONNECT modules

http://community.fpg.unc.edu/

Module 7: Tiered Instruction

************

Journals for readings: Teaching Exceptional Children; Remedial and SpecialEducation; Intervention in School and Clinic; Preventing School Failure
http://iris.peabody.vanderbilt.edu/http://iris.peabody.vanderbilt.edu/http://iris.peabody.vanderbilt.edu/


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Real Uses

Discussion boards

IRIS module for ELL (compare/contrast video no change in the script)

http://iris.peabody.vanderbilt.edu/ell/chalcycle.html

Evidenciary warrants for practice

Module 7: Activity 7.17a (Use evidence-based practice decision-making)

http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Activity/CONNECT-Activity-7-17a.pdf

Make adaptations

If Mr. A had a student with a learning disability whose receptive language wasa challenge, what accommodations might he make?
http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Activity/CONNECT-Activity-7-17a.pdfhttp://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Activity/CONNECT-Activity-7-17a.pdfhttp://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Activity/CONNECT-Activity-7-17a.pdfhttp://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Activity/CONNECT-Activity-7-17a.pdfhttp://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Activity/CONNECT-Activity-7-17a.pdfhttp://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Activity/CONNECT-Activity-7-17a.pdfhttp://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Activity/CONNECT-Activity-7-17a.pdfhttp://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Activity/CONNECT-Activity-7-17a.pdfhttp://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Activity/CONNECT-Activity-7-17a.pdfhttp://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Activity/CONNECT-Activity-7-17a.pdfhttp://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Activity/CONNECT-Activity-7-17a.pdf


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Crossing borders

How can we become individuals who draw onmultiple experiences and skills in an effort to create anew vision in an entirely new space. (Rueda & Stillman, 2012, p. 250, citing Pugach& Blanton, 2012)

Kozleski (2011, p. 251): create third spaces in whichwe can have generative dialogue about howteachers come to know practice and resolve issues;

nature of the kinds of teacher education problemsworth solving and how we use specialized languageto represent the ideas, outcomes, hopes


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Conclusions

Develop a practice-based teacher education curriculum inwhich values, knowledge and skills are steeped in practiceFOR ALL STUDENTS; that is, in the experiences they need

to have beyond just these are the things you are going to need toknow. Parker-Katz & Bay (2008, p. 1260)

Good teaching is good teaching is good teaching, or, it isteaching that adapts instruction for all kids to succeed.

Teacher learning is learning teaching for all kids. Learningfor some isnt supplemental, but fundamental. And, we cando it inside of our curriculum and instruction.


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= learning about equity and social justice

FOR ALL

inside of the work of teaching

(practice)


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References

Ball, D. L. & Forzani, F. M. (2009). The work of teaching and the challenge for teachereducation. Journal of Teacher Education, 60(5) 497 511. DOI:10. 1177/0022487 109348479

Data Accountability Center. 2008. Profiles of Parts B and C Programs in States and Outlying

Areas, 2001-02 through 2006-07. Retrieved fromhttps://www.ideadata.org/TrendDataReports.asp

Kozleski, E. B. (2011). Dialectical practices in education: Creating third spaces in theeducation of teachers. Teacher Education and Special Education, 34(3), 250 - 259. DOI:10.1177/0888406411410077

Parker-Katz, M. & Bay, M. (2008). Conceptualizing mentor knowledge: Learning from

the insiders. Teaching and Teacher Education, 24,12591269.

Rueda, R. & Stillman, J. (2012). The 21st century teacher: A cultural perspective. Journalof Teacher Education, 63(4), 245-253.
https://www.ideadata.org/TrendDataReports.asphttps://www.ideadata.org/TrendDataReports.asphttps://www.ideadata.org/TrendDataReports.asphttps://www.ideadata.org/TrendDataReports.asphttps://www.ideadata.org/TrendDataReports.asp

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