Inclusive Teacher Preparation Programs at Mount Saint Mary College Dee Berlinghoff, Ph.D

Inclusive Teacher Preparation Programs at Mount Saint Mary College

Dee Berlinghoff, Ph.D.berlingh@msmc.edu

OverviewRelationships with schoolsUndergraduate ProgramsQuestions

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

Relationships with SchoolsCourse-embedded fieldwork

Committee ServiceProfessional Development

Relationships with SchoolsCourse-embedded fieldwork

Independent Faculty supervised

Relationships with SchoolsFaculty 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.

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.

Relationships with SchoolsFaculty Supervised Fieldwork

Requires an extensive amount of time to be spent in schools; however, the payoff is great.Relationships with teachersService to the community

Relationships with SchoolsCommittee Service

A number of us serve on district committees.

Professional Development

Undergraduate Programs Dual Childhood and Dual Adolescence

Note: both are in the midst of revision as a result of reflection NCATE and SPA reports

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.

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

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.

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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