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Initial Teacher Preparation Synergized!
Judith Emerson, PhDGeorgia State University
College of EducationDepartment of Educational Psychology and Special Education
Georgia State UniversityInitial Teacher Preparation Infusion
Model
• Presenter will:o Describe the ITP Infusion Model for General Education Pre-Service
Teachers
• Audience will:o Identify the merits of the GSU ITP Infusion Modelo Have the opportunity to pose questions for clarificationo Be provided information in order to replicate the model
Atlanta
GSU Snapshot• Founded in1913
• Premier urban research university
• 100 fields of study with 250 degree programs offered through eight colleges
• Enrollment is approximately 32,000
undergraduate and graduate students.
College of Education
• Offers 54 Degree Programs• Employs more than 160 faculty• Enrolls about 3,000 students per
year
Initial Teacher Preparation Program
• 555 teachers produced in 2010• Employed in 21 counties in Georgia• 3664 GSU teachers currently employed in Georgia• 573 GSU teachers currently employed in the 5
metro Atlanta County School Districts
Our Urban Setting• Atlanta’s urban K-12 schools challenge us to train
our graduates in critical needs areas
• Our student profileso At least 44% qualify for free luncho 10-20% have identified learning disabilitieso 20-30% speak languages other than Englisho 40-45% minority/ethic groups
Our pre-service teachers must be prepared to meet the challenges of the ever increasing diversity in the 21st century classroom.
Teacher Preparation Program Synergized
Synergy: the increased effectiveness that results when two or more people or businesses work together
GSU’s Infusion Model implemented in Fall 2011.
BackgroundPrior to 2011, doctoral students worked with General Education departments as part of graduate
assistantships
Posit ive Outcomes• Improve beliefs• Practices• Skills
Areas of Focus• Collaboration support• Checking with pre-service
teachers• Individualized instruction• Grading issues
Study conducted to investigate the effectiveness of this model.
(Cannon, 2011)
Collaborative InfusionE
PSEEXC 4020
Inclusion Specialist
MSI
T C
onte
nt A
reasEnglish
MathematicsScienceSocial StudiesLiteracyESOL
Infusion Model• Curricular Infusion
• Content Specific
• Collaborative Models
• Field Experience Support
• Research
Infusing the Curriculum
• EXC 4020 Characteristics and Instructional Strategies for Students with Disabilities
• Universal Design for Learning (UDL) included in content area syllabi
• Methodology classes include differentiated lesson plan template o Students with disabilitieso Accelerated Studentso English Language Learners
Lesson Plan TemplateDifferentiation Strategy: What will teacher do to meet the needs of…
Assessment: What will the student do to display learning with specific differentiation. How will you assess student learning?
Students with Special Needs
Students that are Accelerated Learners (Gifted)
Students of ALL Diverse Backgrounds considering race, ethnicity, culture, gender, sex, sexual orientation (see terminology definitions below)*
Differentiated Lesson Plan Rubric
Field Experience Beginning
1Developing
2Accomplished
3Exemplary
4Score(NA)
LESSON PLAN DESIGNLevel of Differentiation The lesson plan does not mention
differentiation.Lesson plan includes minimal differentiated instruction, limited to either gifted students OR students with special needs OR English-language learners.
Lesson plan includes some differentiated instruction for gifted students, students with special needs, and English-language learners.
Lesson plan clearly offers appropriate, creative, and well-integrated challenges for students of all levels, including gifted students, students with special needs, and English-language learners.
Differentiation of Content(What the student needs to learn)
Content is not differentiated. Lesson plan includes minimal differentiation of content is present.
Lesson plan includes some content differentiation for gifted students, students with special needs, and English-language learners.
Lesson plan clearly offers appropriate, creative, and strategies to present content for students of all levels, including gifted students, students with special needs, and English-language learners.
Differentiation of Process(Activities in which students are engaged to make sense of the content)
Process is not differentiated. Lesson plan includes minimal differentiation of process is present.
Lesson plan includes some process differentiation for gifted students, students with special needs, and English-language learners.
Lesson plan clearly offers appropriate, creative, and activities (process) for students of all levels, including gifted students, students with special needs, and English-language learners.
Differentiation ofProduct(Culminating projects for students to demonstrate, rehearse, apply, extend what is learned)
Product(s) is/ are not differentiated. Lesson plan includes minimal differentiation of product(s) is/are present.
Lesson plan includes some product differentiation for gifted students, students with special needs, and English-language learners.
Lesson plan clearly offers appropriate, creative, and a variety of product options for students of all levels, including gifted students, students with special needs, and English-language learners.
Culturally Responsive Practice The lesson plan does not mention culturally responsive practice.
Lesson plan includes minimal culturally responsive practice. Lesson plan includes some culturally responsive practice. Lesson plan clearly offers culturally responsive practice.
Instructional Grouping
Lesson plan does not mention grouping. considerations.
Lesson plan is designed for whole group instruction only. Lesson plan is designed for homogeneous grouping only. Lesson plan is designed for varied instructional groupings (whole group, small groups, partners, heterogeneous, and homogenous groups).
Materials
Lesson plan does not consider varied materials or resources.
Lesson plan design includes minimal (less than two) consideration of varied materials which allow for learner needs (i.e., materials at different levels and allowance for multiple learning styles.)
Lesson plan design includes a few varied materials and/or resources which allow for learner needs (i.e., materials at different levels and allowance for multiple learning styles.)
Lesson plan design includes a variety of materials and/or resources which allow for all learner needs (i.e., materials at different levels and allowance for multiple learning styles.)
Mentor Teacher and Educational Partner(s)Lesson Plan Design collaboration The pre-service teacher has minimal
opportunity for collaboration.The pre-service teacher collaborates with the mentor teacher and other educational partners at least once weekly regarding lesson plan design.
The pre-service teacher collaborates with the mentor teacher and other educational partners 2-3 times weekly regarding lesson plan design.
The pre-service teacher collaborates with the mentor teacher and other educational partners daily regarding lesson plan design.
Lesson Plan Implementation The pre-service teacher has minimal opportunity for collaboration.
The pre-service teacher collaborates with the mentor teacher at least once weekly regarding implementation of lesson plan.
The pre-service teacher collaborates with the mentor teacher 2-3 times weekly regarding implementation of lesson plan.
The pre-service teacher collaborates with the mentor teacher daily regarding implementation of lesson plan.
Instructional adjustment based on implementation reflection
The pre-service teacher received minimal guidance.
The mentor teacher provides the pre-service teacher guidance regarding subsequent instruction based on implementation feedback at least once weekly.
The mentor teacher provides the pre-service teacher guidance regarding subsequent instruction based on implementation feedback 2-3 times weekly.
The mentor teacher provides the pre-service teacher guidance regarding subsequent instruction based on implementation feedback daily.
Curricular Topics• Differentiated Instruction
to include all students• RTI, the Tier Process• Assistive Technology use
in the inclusive classroom• Universal Design for Learning
(UDL)• Lesson Plan design to
include all learners• Curriculum Based
Measurement (CBM)• Examining teaching styles• Effective collaborative
practices
• Models for Successful Inclusion
• Co-Teaching: What it is and What it is not
• Accommodations and modification strategies to meet the needs of diverse learners
• The IEP and my role as a member of an IEP team
• Alternative grading options• Unpacking objectives to
facilitate the development of realistic learning goals
• Characteristics of students with Specific Learning Disabilities
Content Specific• The ESOL Teacher in the General Education
Classroom• Co-teaching Strategies in the Middle and
Secondary ELA Classroom• Differentiating Instruction and Assessment in the
Science Classroom• Differentiating Instruction to Include All Learners in
the (all content areas) Classroom• Strategies to Address Student Challenges in Middle
Level Math• Addressing the Needs of Diverse Learners in (all
content areas)
Collaborative InfusionFaculty need to increase the extent to which they view themselves as part of a team, and decrease the extent to which they view themselves as autonomous agents working in isolation (Hargreaves, et al, 2001).
• Science Education Methods Course – UDL Inclusion presentation followed by a science lab experiment modeling inclusive strategies.
• Middle Level Triad – 3 faculty conducted seminar on differentiation and coteaching as they modeled the approach
Presentation Prep• Plan with content area faculty
• Student inquiry / input
• Prepare content specific presentation
• Universal Design for Learning
Field Experiences
• Supervise cohorts of students in their practicum and student teaching experiences
• Collaborate with mentor teachers and pre-service teachers
• Focus on differentiation / support
• Bring inclusive strategies into the field
Inclusion Liaison as member of Initial Teacher Preparation Faculty and University Supervisor Cohort
Assessing effectiveness
• Pilot Studyo Guided follow up study
including student parameters
• Current Research Studyo Differentiated lesson plan
designo Mentor teacher collaboration
• 3 Phases of Data Collection
Pilot StudyAn Initial Teacher Preparation Program Inquiry to Examine Pre-Service Teachers’ Instructional Design for Diverse Learners
Results• Overwhelmingly, pre-service teachers expressed
their lack of confidence in their ability to develop differentiated lesson plans.
• They expressed the need to get experience with collaboration for developing instructional strategies.
• They wanted more in-field experiences in working with students with disabilities.
Current StudyAn Investigation of Strategies to Develop Competence in Pre-Service Teachers in the area of Instructional Design for Diverse Learners
Methodology:Lesson Plan Design and Collaborative Support• 3 semester phase of lesson plan design w/UDL & differentiation
focus• Consultation/conferencing for support/evaluation with pre-service
teachers and mentor teachers• Implementation of lesson plan in field experience• Reflection/revision/implementation in field
What students are telling us…
Initial BaselineWhat our students need to
know…• Differentiation
o What are practical/applicable ways to differentiate?o When do I know to differentiate?o How do I differentiate for gifted students?
• Fair vs. equalo How can we explain fair is not equal to students (or do we have to)?o How do we answer students’ questions when they see another student
getting accommodations?• Accommodations
o How can you encourage a student to make use of accommodations if they are embarrassed to use word banks or have tests read to them?
o What is the best way to modify texts for different level readers?• IEPs
o What will I need to know or be expected to do in relation to IEPs?o What do I really need to know/use from an IEP ?
Phase Two Data:Student Evaluations
• The examples of cooperative teaching gave me ideas for my lesson plans.• I will look at the CAST website. I’m very interested in learning these
strategies.• I feel like we were presented w/more useful information in the past hour than
in some of our semester long classes.• The information was timely and helpful. I will contact Dr. Emerson in the
future.• Great resources! Will definitely use in class.• Very good to have Science specific.• I am grateful to have such valuable resources and have many of my
questions answered. • The presentation motivated me to change my unit plan & support lessons
with more technology & differentiation strategies for students who are high achievers.
• I would really like further instruction/training in differentiation. PBIS is particularly relevant.
• Got clarification on issues I was not sure about.
Phase 3 Data:Follow-up Survey
• 70.6% in field placements; 8.8% provisional teachers• 88.2% content was relevant to their practice• 85.3% resources presented were relevant to their
current setting• 66.7% accessed the resources after the presentation
o 23.3% one timeo 43.3 % 2-5 timeso 30% never
• 42.4% shared the resources with otherso 35% shared with their mentor teacherso 23.5% with classmateso 23.5% with colleagues
In the Works• Student Blog
o Recently openedo Within 2 week time frame, 89 hits
• Module Developmento Individual topic content o Infuse in curriculum o Independent study or part of faculty course content
• Focus Groupso Function of gathering evidence to guide program offering
References• Cannon, J., et al. (2011). (in press) The effects of an
inclusive model for training pre-service general education teachers.
• CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA. Retrieved from www.cast.org.
• Emerson, J. & Junor Clarke, P. (2012). (in press). A pilot study: An initial teacher preparation program inquiry to examine pre-service teachers‘ instructional design for diverse learners.
