Inclusive Teacher Preparation Programs at Mount Saint Mary College

1. Inclusive Teacher Preparation Programs at Mount Saint Mary College Dee Berlinghoff, Ph.D. berlingh@msmc.edu

2. Overview • Relationships with schools • Undergraduate Programs • Questions

3. 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

4. Relationships with Schools • Course-embedded fieldwork • Committee Service • Professional Development

5. Relationships with Schools • Course-embedded fieldwork • Independent • Faculty supervised

6. 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.

7. 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, 20-27.

8. 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

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

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

11. 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.

12. 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

13. 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.

14. 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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