Inclusive Teacher Preparation Programs at Mount Saint Mary College

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Inclusive Teacher Preparation Programs at Mount
Saint Mary College

• Dee Berlinghoff, Ph.D.
• berlingh_at_msmc.edu

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Overview

• Relationships with schools
• Undergraduate Programs
• Questions

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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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Relationships with Schools

• Course-embedded fieldwork
• Committee Service
• Professional Development

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Relationships with Schools

• Course-embedded fieldwork
• Independent
• Faculty supervised

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Relationships with Schools

• Faculty 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.

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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.

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Relationships with Schools

• Faculty Supervised Fieldwork
• Requires an extensive amount of time to be spent
  in schools however, the payoff is great.
• Relationships with teachers
• Service to the community

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Relationships with Schools

• Committee Service
• A number of us serve on district committees.
• Professional Development

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Undergraduate Programs

• Dual Childhood and Dual Adolescence
• Note both are in the midst of revision as a
  result of reflection
• NCATE and SPA reports

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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.

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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

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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.

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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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Questions

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