1 / 16

Eva Thorp and Marty Smith OSEP Project Directors Meeting Washington, DC July 21, 2010

Special Educators Entering a Diverse Society (SEEDS) and Naadamaadawin Tribal Cohort: Approaches to developing and supporting professionals from diverse backgrounds. Eva Thorp and Marty Smith OSEP Project Directors Meeting Washington, DC July 21, 2010. Overview.

catrin
Download Presentation

Eva Thorp and Marty Smith OSEP Project Directors Meeting Washington, DC July 21, 2010

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Special Educators Entering a Diverse Society (SEEDS) and Naadamaadawin Tribal Cohort: Approaches to developing and supporting professionals from diverse backgrounds Eva Thorp and Marty Smith OSEP Project Directors Meeting Washington, DC July 21, 2010

  2. Overview • Introduction to Session and the Need Addressed • Overview of Two Projects • Key Strategies for Student Support and Development • Discussion Questions for Participants • Wrap-Up

  3. The Need • Lack of diversity among special education teachers – predominantly white and female • Increasing diversity among student population

  4. The SEEDS Project • Two-year, cohort-based, part-time graduate level preservice ECSE teacher preparation program • Master’s degree and licensure in early childhood special education, birth – 5 • Focus on recruiting students underrepresented among ECSE teachers • Focus on supporting the professional development of students from underrepresented groups • Course work and internships focus on effective practices for work with diverse children and families • Emphasis on issues of race, culture, poverty, and social justice

  5. Naadamaadawin Tribal Cohort • Based on the Circle of Courage framework • American Indian culture & understanding of disability • Two-year, cohort-based, part-time • Licensure in E/BD and SLD • Recruiting focus on American Indian students • Co-teaching model, online courses combined with face-to-face weekend meeting each semester • Collaborative between 2 IHEs

  6. Strategies: Cultural Stories: • It has been well documented that the capacity for culturally responsive practices begins with exploration of one’s own cultural lens and one’s own family story and is enriched by reciprocal interactions with others.

  7. Strategy: Dilemmas • Students are encouraged to describe dilemmas of practice from a cultural perspective in ways that ensure that they see themselves at the centre of the dilemma and to practice applying their new understanding.

  8. Strategy: Cross-Cultural Dialogue: • Both projects provide opportunities for students from underrepresented groups together with Euro-American students to engage in meaningful dialogue around difficult issues often not discussed across cultural boundaries.

  9. Strategy: Ongoing Support • A monthly seminar (Educators without Borders) focuses on issues of identity, leadership, and advocacy • A cadre of practicing professionals serve as allies to SEEDS graduates. They are experienced in areas of leadership and advocacy on behalf of diverse learners and are familiar with the dilemmas that confront entry level professionals.

  10. Strategy: Ongoing Support • Tribal Cohort made up of non-traditional students and many needed additional supports to complete the program: online coursework accessible throughout state, financial supports, strong personal relationships among faculty and cohort members • Through the use of online technology, discussion and networking is enhanced, providing ongoing support and cohesion among Naadamaadawin cohort members and faculty. Mentoring will be provided for cohort graduates beginning Fall 2010.

  11. Dimensions of Culture: Common Sources of Dilemmas with Families • Proximity • Time • Language and Communication Style • Childrearing Practices • View of Family and Roles • Independence vs. Interdependence • Meaning of disability • Parents’ own school experiences

  12. Discussion Questions • What are the different strategies you have used to attract, engage and support individuals from diverse backgrounds to the field of special education? • What are the major barriers to recruiting and retaining special educators from diverse backgrounds? • How has your state collaborated with higher education to develop culturally sensitive personnel preparation programs?

  13. References and Resources • Bergstrom, Cleary, L.M. & Peacock, T.D. (2003). The Seventh Generation: Native Students Speak About Finding the Good Path. ERIC, Clearinghouse on Rural Education and Small Schools • Brendtro, L., Brokenleg, M. & and Van Bockern, S. (1990). Reclaiming Youth at Risk: Our Hope for the Future • Freire, P. (1970) Pedagogy of the Oppressed. Continuum International Publishing Group • Kidd, J. K., Sánchez, S. Y., & Thorp, E. K. (2008). Defining moments: Developing culturally responsive dispositions and teaching practices in early childhood preservice teachers. Teaching and Teacher Education 24(2), 316-328.  • Kidd, J. K., Sánchez, S. Y., & Thorp, E. K. (2005). Cracking the challenge of changing dispositions: Changing hearts and minds through stories, narratives, and direct cultural interactions. Journal of Early Childhood Teacher Education, 26(4). 347-359.   • Kidd, J. K., Sánchez, S. Y. & Thorp, E. K. (2004). Gathering Family Stories: Facilitating Preservice Teachers’

  14. References: continued • Kidd, J. K., Sánchez, S. Y. & Thorp, E. K. (2004). Gathering Family Stories: Facilitating Preservice Teachers • Kidd, J. K., Sánchez, S. Y. & Thorp, E. K. (2004). Gathering Family Stories: Facilitating Preservice Teachers’ Cultural Awareness and Responsiveness. Action in teacher education, XXVI(1), 64-73 • Lim, C.I., & Able-Boone, H. (2005) . Diversity competencies within early childhood teacher preparation: Innovative practices and future directions. Journal of Early Childhood Teacher Education, 26, 225-238.  • Neihardt, J.G. (1932) Black Elk Speaks. University of Nebraska Press • Ness, J.E. & Huisken, J.S. (2002). Expanding the circle: Respecting the Past, Preparing for the Future. Minneapolis: University of Minnesota Press

  15. References: continued • Sánchez, S.Y. & Thorp, E.K. (2008). Teaching to transform: Infusing cultural and linguistic diversity. In P.J. Winton, J.A. McCollum and C. Catlett (Eds), Practical approaches to early childhood professional development: Evidence, strategies, and resources (pp. 81-97). Washington, DC: Zero to Three Press • 3-DVD series on the Ojibwe Waasa Inaabidaa, We Look in all Directions: 2002. www.ojibwe.org and www.wdse.pbs.org Gaa Miinigooyang,That Which is Given to Us Gakina Awiiya, We Are All Related Ojibwemowin, Ojibwe Oral Tradition • Peacock, T.& Wisuri,M. (2006) The Four Hills of Life: Ojibwe Wisdom Afton, MN: Afton Historical Society Press.

  16. Contact Information • Eva Thorp, Ed.D. George Mason University Early Childhood Education Program ethorp@gmu.edu • Marty Smith, M.A. Minnesota Department of Education-SPDG Marty.smith@state.mn.us

More Related