Title: Workforce watch
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Permanent Link: http://ufdc.ufl.edu/UF00090862/00014
 Material Information
Title: Workforce watch
Series Title: Workforce watch
Physical Description: Serial
Language: English
Creator: Center on Personnel Studies in Special Education, College of Education, University of Florida
Publisher: Center on Personnel Studies in Special Education, College of Education, University of Florida
Place of Publication: Gainesville, Fla.
Publication Date: February 2004
 Record Information
Bibliographic ID: UF00090862
Volume ID: VID00014
Source Institution: University of Florida
Holding Location: University of Florida
Rights Management: All rights reserved by the source institution and holding location.

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*r I
W S PECI A E0 CTI O
15RKOR,


Exemplary Features of Special

Education Teacher Preparation

Programs


teacher education programs play a
0 TI significant role in producing quali-
fied teachers. Positive correlations exist
ures of between teacher certification-a typical
teacher outcome of quality teacher education
programs-and student achievement.
rams- Research has documented the presence
ered how of certain features in exemplary general
education preparation programs.
ce your
But, what about exemplary features of
special education teacher preparation
programs? What do effective special ed-
ucation teacher programs look like?
A framework based on the general edu-
cation research was developed and used
to analyze special education program
elements. A thorough review of the spe-
cial education personnel preparation
FEBRUARY2004 literature base was undertaken to iden-
NO.14 tify program features that matched those
features cited as exemplary in the gener-
al education research base. Knowledge
of these exemplary features may assist
special education teacher education fac-
ulty in enhancing their preparation pro-
ON PERSONNEL grams. Read on to gain insights from the
DIES IN SPECIAL resea rch.


STn


EDUCATION


Have You Considered Effective
Teacher Preparation Program
Features?
Teacher preparation is labor intensive in
both special and general education. At
its best, it is carefully crafted, focused on
connecting theory and practice, collab-
orative, and invested in creating teachers
who can respond to the needs of chil-
dren and youth-particularly those with
diverse needs. Special education teacher
preparation programs share the follow-
ing features with exemplary general edu-
cation teacher education programs.
Extensive, well-planned field exper-
iences. Teacher education candidates
benefit from supervised opportunities
to apply content and practice skills they
have learned in their coursework. Col-
laboration between teacher prepara-
tion faculty and school personnel en-
sures high quality experiences. Teacher
education programs tend to emphasize
one to two practicum experiences and a
semester- or year-long student teaching
placement.


-- exemplary feat
special education
preparation prog
Have you consider
you might enhan
program?









I = SPECIAL EDUCATION WORKFORCEWATC INSIGHTS FRO RESARC


Collaboration across disci-
plines. Teacher education is best
when faculty work closely with col-
leagues in other disciplines (e.g.,
general education works with
special education, content area
works with teacher education) to
integrate program content, plan
coursework, co-teach courses,
and work with teacher candidates
in the field.

Focus on diversity and inclu-
sion. In recent years, teacher
preparation programs have em-
phasized coursework and field ex-
periences that help teacher can-
didates develop skills and knowl-


- Ilthough
special education
personnel
preparation
program
elements vary,
many were found
to share features
with exemplary
general education
programs.


edge aboutwork-
ing with students
from diverse cul-
tural and linguis-
tic backgrounds.
Attention also
has been given
to inclusive prac-
tices, although
special educa-
tion programs
tend to empha-
size this area
more than their
general educa-


tion colleagues.

Routine assessments of can-
didates' learning. Typically, as-
sessments are based on well-ar-
ticulated standards of practice
and tend to make use of multiple
evidence sources, as well as pre-
and post-assessments.


Well-articulated program ori-
entation. Exemplary general ed-
ucation teacher preparation pro-
grams espouse a theoretical ori-
entation that underlies course
content and experiences. Special
education programs are less like-
ly to have a strong programmatic
vision or they blend different ori-
entations in developing their pro-
grams (e.g., constructivist, positiv-
ist, blending of the two).

Have You Considered
Features of Exemplary
General Education
Preparation Programs Not
Typically Found in Special
Education Programs?

General education teacher prep-
aration programs typically place a
heavy emphasis on subject matter
pedagogy and its interface with
educational theory and field ex-
perience. This differentiates most
general programs from special
education teacher preparation
programs, the latter of which tend
to focus more on generic peda-
gogy (e.g., instructional methods,
assessment, individualized edu-
cation plans, and collaboration).
However, there are exceptions.
In a few programs, subject mat-
ter pedagogy is integrated with
special education and classroom
practice. In most of these cases,
special education competen-
cies are infused into subject spe-
cific pedagogical coursework or
teaching courses in integrated
blocks.


For More Information

Information reported in this brief
was based on the COPSSE re-
search synthesis, Critical Fea-
tures of Special Education
Teacher Preparation: A Com-
parison with General Education
Teacher Education, prepared by
Mary T. Brownell, Dorene D. Ross,
Elayne R Col6n, and Cynthia L.
McCallum. This document can be
found on the COPSSE web site at
www.copsse.org.


<^ CENTER ON
PERSONNEL
I l STUDIES IN SPECIAL
EDUCATION
About COPSSE
The Center on Personnel Studies in Spe-
cial Education is funded by the Office of
Special Education Programs of the U.S.
Department of Education [cooperative
agreement #H325Q000002]. COPSSE
research is designed to inform scholars
and policymakers about beginning teach-
er quality, effective initial preparation, and
the effects of preparation alternatives. The
Center is directed by Drs. Paul Sindelar
and Mary Brownell. The policy briefs were
produced by Warger, Eavy & Associates.
University of Florida, 300 Norman Hall,
PO. Box 117050, Gainesville, FL 32611
352-392-0701 (X283), www.copsse.org

Opinions expressed herein
( IDdo not necess ly reflectthe
views of the US Department
aL of Education




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