Contact Information: fergub@mnstate.edu (218) 477-2554
PHILOSOPHY OF TEACHER PREPARATION
Teacher Preparation In Special Education
After many years in this field I believe there is no ONE way to prepare special education teachers. Indeed, we also alternative pathways to licensure. I also believe preparation is a life-long endeavor consisting of pre-service and inservice development.
Quality teacher preparation carefully develops candidates in three domains:
1. Theory, Knowledge and Professional Philosophy;
2. Skills and Competencies; and
3. Reflective Practices.
The domains are informed by research and law as well as state and professional standards, and structured by institutional programs. Each domain develops a different facet of the candidate who is pursuing a degree and career in special education. Development of each facet is necessary for the individual to be able to fulfill the responsibilities of a special education teacher, that is, to be highly qualified, and to be of benefit to children and youth with disabilities and other special needs they will serve.
Theory, Knowledge and Professional Philosophy
Theory, Knowledge and Professional Philosophy work together to provide understanding and context, order and reason to what the candidate learns.
Theory. Included within the domain of theory are informed hypotheses about human development and learning, rationale for education (social, historical, political and psychological,) practices to facilitate learning (teach,) and beliefs about general vs. special education.
Knowledge. The domain of knowledge includes general knowledge (liberal arts, technology, etc.) those things that the candidate must know and do in order to function as a student and as a teacher, but also information and skills the candidate will be required to teach, e.g. reading, writing, mathematics, cultural appreciation, science, etc.. Knowledge also encompasses the content of the candidate's profession, the role of the teacher (a continuum of classroom behaviors, leadership skills, collaboration practices as well as clear and effective communication skills.) Candidates need to know and understand law and policy, as it applies to special education, and content related to such things as assessment, evaluation, curriculum, methods, and related practices.
Professional Philosophy. In college each candidate begins to develop a professional philosophy of studied beliefs about humans, human development, the purpose of education, learning and instruction, and so on. Since a real philosophy is integrated and coherent, the development of professional philosophy may be a life-long effort. However, part of the philosophy will incorporate ethics, and should include professional ethics, as well as legal and ethical responsibilities of educators.
Skills and Competencies
The preparation of Special Education Teacher candidates must address the development and mastery of skills and competencies. Skills and competencies are the proficiencies and abilities that the candidate acquires through training, practice and experience, related to their profession. By helping candidates develop necessary skills and competencies we assure not only the candidate but also our profession that the candidate is becoming adequately or, better yet, highly qualified with regard to the skills they need in order to perform the specific job of a special education teacher.
Reflective Practices
Candidates learn effectively apply theory and develop relevant skills and competencies through feedback and contemplation of their craft. Reflective practices enable us to retain and refine what is effective and discard what is ineffective. Initially reflection can be done in the safety and security of the classroom through practice and discussion, and journal writing. Eventually the candidate moves into the field and begins to work with veteran teachers, applying what has been taught. Mentoring (guidance and advice,) Cognitive Coaching (facilitating self reflection in a candidate or colleague,) Supervision (oversight, guidance and evaluation,) Video Review (either alone or with assistance from another individual,) and Processing (including review leading to improvement and making meaning,) are all variations of ways we help candidates learn and utilize reflective practices. Candidates who wish to develop and enhance their skills must learn and engage in reflective practices. Initially reflective practices may be completed with the help of another person but eventually need to become an individual and automatic process.
Inter-related Domains
Each domain is important, but alone individual domains are limited. The three domains are inter-related so that the whole is greater than the sum of the parts. For example, much as a driver is able to drive an automobile while it works but is at a loss when the vehicle stalls and won't perform, the teacher who only develops some skill is unable to a make effective modifications without adequate theoretical preparation and ability to reflect, problem solve and adjust their skill application per theory.
|
|
|
|
|
|
Development and use of each domain in concert transforms the candidate into a novice teacher, and later refines the novice teacher into a veteran.
Effective Teacher Preparation and Teacher Preparation Programs in Special Education
Effective teacher preparation addresses each of the three domains of preparation through organized programs. Organized university programs are intentionally structured to ensure knowledgeable graduates, candidates with effective teaching practices who can successfully work with diverse students and their families, and pass required state and professional examinations. Laws as well as state and professional standards inform effective teacher preparation programs in special education.
In addition to being organized and intentional, good teacher preparation programs must provide the resources needed to deliver the program, qualified instructors, contemporary classrooms, technology, and information resources. Practica opportunities involve careful collaboration with state or local education agencies (a) to provide useful field experiences and student teaching with quality master teachers, and sometimes (b) to provide advanced programs leading to full licensure which involve a combination of university courses, inservice training and experience.
Institutions providing quality teacher preparation programs regularly engage in data collection (including data from graduates and employers,) analysis and decision making, modification and refinement of programs so that they are kept current and made better.
Another feature of quality teacher preparation programs in special education is the use of technology to support learning by candidates as well as instruction on how to utilize computers and other assistive technologies as instructional methods and modifications.
As a final point, quality programs provide support for candidates in taking and passing state and other professional examinations, in addition to the program of study. Training on test taking skills and provision of sample tests are some ways this can be accomplished.