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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
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Inclusive Teacher Preparation Programs at Mount Saint Mary College
Dee Berlinghoff, [email protected]
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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