An SRSD framework for special education teacher preparation: Steps toward coherence

1. An SRSD framework for special education teacher preparation: Steps toward coherence Nancy Mamlin, Ph.D. North Carolina Central University Durham, NC nmamlin@nccu.edu

2. Session objectives • Discuss the relationship between SRSD and effective teacher preparation. • Describe ways which existing preparation programs might be enhanced by SRSD concepts. • Explore possibilities for using the framework in your own programs.

3. Teacher preparation – currently under attack • Programs have been criticized as being unnecessary, irrelevant, and non-rigorous. • These have come from within and outside teacher preparation (Darling-Hammond, 2006; NCTQ). • While criticism is needed for advancing the field, it does not follow that all criticism should receive equal consideration.

4. Need for a framework • Special education teacher preparation could benefit from a framework for thinking about preparing candidates. • As a field, we risk marginalization and irrelevance if we are not proactive in developing and studying various frameworks (Mamlin, 2012).

5. What is srsd? • Self-regulated strategy development (SRSD) is an evidence-based practice addressing educational needs of students with disabilities in various academic and social skills (Graham, Harris, & Mason, 2005). • This method is based on a sound theoretical framework of constructivist learning. • The feature of self-regulation assists learners in becoming more independent.

6. Steps of srsd • Build background knowledge • Discuss it • Modeling • Memorize it • Support it • Independent practice

7. Self-regulation skills • Goal – setting • Self – instruction • Self – monitoring • Self – reinforcement

8. How srsd can be used in a teacher prep framework • 1. Build background knowledge – in early coursework as candidates learn about characteristics, nature, and needs of exceptional learners.

9. How srsd can be used in a teacher prep framework 2. Discuss it – throughout the candidate’s education, though the intensity and depth of the discussions would likely increase with experience and exposure to methods specific to their area. Here candidates also learn and practice good communication and collaboration skills.

10. How srsd can be used in a teacher prep framework 3. Modeling – as teacher educators we should always be explicit in our modeling and make our thinking transparent to our candidates.

11. How srsd can be applied to teacher prep • 4. Memorize it – candidates need to become comfortable with material they are presenting to their students so that they can make adjustments while they are teaching without losing the thread of their instruction.

12. How srsd can be applied to teacher prep 5. Support it – ongoing throughout teacher preparation, this is exemplified in the student teaching or internship experience. This leads to the next step –

13. How srsd can be applied to teacher prep 6. Independent practice, in which candidates transition to the role of a special educator.

14. How srsd can be applied to teacher prep • Weave self-regulation strategies throughout the preparation. • Goal-setting • Self-instruction • Self-monitoring • Self-reinforcement

15. references • Darling-Hammond, L. (2006). Powerful teacher education: Lessons From Exemplary Programs. San Francisco, CA: Jossey-Bass. • Graham, S., Harris, K.R., & Mason, L. (2005). Improving the writing performance, knowledge, and motivation of struggling young writers: The effects of Self-Regulated Strategy Development. Contemporary Educational Psychology, 30, 207-241. • Mamlin, N. (2012). Preparing effective special education teachers. New York, NY: Guilford Press. • National Council on Teacher Quality (NCTQ). (2011). (www.vimeo.com/AACTE).

16. Questions? Comments? Discussion?