Posted: February 15th, 2024

Preparing Effective Special Education Teachers

Description
Important Notes:

Each forum will be completed in 2 parts: Part One a thread addressing the instructor’s prompt (400–500 words) and

Part Two 2 replies (200–300 words each) to classmates’ threads.

One appropriate citation reference must be made in current Ace homework tutors – APA format in each thread and reply. First person is allowed in your posts.

Part One: Instructors Promt:

How can local school districts work with colleges to help ensure students are prepared to be effective special education teachers within the classroom? What might you do as a future special education administrator to partner with local colleges and universities to offer programs or collaborative professional development for teacher educator students as well as your own faculty that would promote professional development learning? Share 1–2 personal experiences or research supported examples of successful collaborative partnerships between the school district and college/university setting.

Part Two: Student Replies:

Patricia Arnold:

There is no doubt that educational leadership plays an influential part on student educational outcomes. Local school districts can work with colleges to afford future teachers the opportunity exposure to highly qualified special education teacher classrooms through cooperative relationships. However, this can even extend to the high school level to create a deeper pipeline to teaching, which is where I think it should begin. According to a research article by Holcomb-McCoy (2023), American University (AU) is partnering with local high schools to foster interest in teaching in local District of Columbia Schools. High school students can take teaching introduction courses for college credit while still in high school through a dual enrollment situation. These students can then go on to AU as “teaching fellows” with a Child Development Associate (CDA) credential afforded to them through completion of the high school program. Then as a “Teaching Fellow” they can work in early childhood settings, receive scholarships as they work through their college coursework. At the end of this journey is a teaching job in DC schools. Not only does this program create hands-on learning opportunities, it equips them for the classroom and helps ease their financial burdens along the way. AU has created a pipeline for teachers from high school to the classroom.

Likewise, in my district, we have a teacher cadet program (lcps.org).. High schools offer a teacher cadet class that gives high schoolers interested in teaching an opportunity to have some time in Elementary and Middle School classrooms while earning college credit through Shenandoah University. At my school, this class is taught by a special education teacher and students have to apply and interview to be accepted into the class. At the end of the program, the future teachers are presented with a letter of intent to be hired in our country after completion of undergraduate degree and licensure program. They have an actual “signing day,” like college bound athlete style, to celebrate their accomplishment and commitment. This class is taught by a special education teacher in my school and students have to apply and interview to be accepted into the class.

I truly love the thought of colleges and universities extending opportunities to high school students to create a pipeline of future educators. The collaborative investment these programs provide for colleges, schools, teachers, students, and school districts is positive and can lead to a truly invested teacher workforce.

References

Holcomb-McCoy, C. (2023). Creating teacher education programs to solve the teacher shortage. Childhood Education, 99(2),(72-78). Doi:10.1080000094056

Loudoun County High School (28 January, 2024). Teacher Cadet Program, lcps.org.https://www.lcps.org/domain/34089

Amanda Schmdit-Sines:

Currently there is a push for school districts and colleges to work together in general education programs in order to help preservice teachers prepare and gain on job knowledge and training. These teacher programs specifically focus on elementary general education settings. According to other research, there is limited exposure to internships and experience for preservice teachers (Bouck et al., 2021). Increased experiences are needed to impact students and those in particular with disabilities. Preservice teachers need more secondary placements to work with special education and gain the experience of working with students with disabilities. Preservice teachers admit to needing more resources and exposure to working with students with disabilities. When preservice teachers have the experience and resources prior to being on their own, they have more confidence in working with students with disabilities and in their roles and responsibilities (Bouck et al., 2021). The lack of understanding of the roles and responsibilities adds to the higher turnover of special education teachers.

Local districts need to work with colleges to ensure that preservice teachers are able to intern and work with all levels in the public school and also need experience and exposure to all disabilities. The experiences should be worthwhile and in depth in order to benefit the future teachers. The local district should also work with the local colleges to ensure that the current laws, procedures, and policies are being taught and understood by preservice teachers. The understanding of roles and responsibilities is also important for preservice teachers prepare and understand the scope of expectations for special education teachers to help with turnover. It would also be beneficial for preservice teachers to have qualified teachers discuss their roles, responsibilities, day to day tasks, and current issues. When preservice teachers are more prepared, they will be more equipped to navigate the expectations and classroom. To promote professional development, tenured teachers and highly qualified teachers need to work together to ensure that they are following the newest policies and procedures. These groups also need to work in collaboration with the colleges to understand how and why concepts are being taught and help the professors adjust their way of teaching so that future teachers feel prepared with experience and knowledge when they go into their classrooms and work with students with disabilities.

Reference:

Bouck, E. C., Sands, P., Long, H., & Yadav, A. (2021). Preparing Special Education Preservice Teachers to Teach Computational Thinking and Computer Science in Mathematics. Teacher Education and Special Education, 44(3), 221-238. https://doi.org/10.1177/0888406421992376
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Ace my homework – Write my paper – Online assignment help tutors – Discussion Thread: Preparing Effective Special Education Teachers

Fostering Partnerships to Enhance Clinical Practice in Teacher Preparation
Introduction
Teacher preparation programs play a vital role in developing the next generation of educators. However, research shows that many preservice teachers feel underprepared for the realities of the classroom once they graduate (Darling-Hammond, 2006 – Write a paper; Professional research paper writing service – Best essay writers). One way to help bridge this gap is through strengthened collaboration between colleges of education and local school districts to districts to districts to enhance clinical experiences. Meaningful field placements allow preservice teachers to apply theory to practice under the guidance of expert mentors (Zeichner, 2010 – Essay Writing Service: Write My Essay by Top-Notch Writer). This paper will explore the benefits of collaborative partnerships and provide recommendations for districts and programs to optimize clinical practice.
Benefits of Collaboration
The literature demonstrates that collaborative partnerships between teacher preparation programs and P-12 schools can positively impact the development of preservice teachers. Cooperating teachers report feeling more supported when partnering with programs that provide ongoing professional learning (Clarke et al., 2014: 2024 – Essay Writing Service | Write My Essay For Me Without Delay). This integrated approach enhances clinical practice and allows educators at all levels to learn from one another (Bouck et al., 2021).
Preservice teachers also benefit from exposure to a variety of classroom settings, students, and teaching strategies through collaborative placements (Darling-Hammond, 2006 – Write a paper; Professional research paper writing service – Best essay writers). For example, research shows targeted field experiences in inclusive and special education classrooms better prepare general education teachers to meet the needs of diverse learners (Bouck et al., 2021). Collaborative programs also help address teacher shortages by providing pathways for aspiring educators (Ingersoll & Perda, 2010 – Essay Writing Service: Write My Essay by Top-Notch Writer).
Recommendations for Partnerships
To optimize clinical practice through collaboration, districts and programs should consider the following recommendations supported by research:
Conduct Needs Assessments
Programs should survey district partners annually to ensure field placements align with emerging priorities and challenges. This helps target preservice teacher training to address real-world needs (Clarke et al., 2014: 2024 – Essay Writing Service | Write My Essay For Me Without Delay). For example, if districts report shortages in special education, programs can focus clinical experiences in those settings.
Integrate Professional Learning

Partnering districts and programs should provide joint professional development bringing together educators at all career stages (Bouck et al., 2021). This integrated approach enhances clinical practice and allows all participants to learn from one another. For example, cooperating teachers could coteach methods courses (Clarke et al., 2014: 2024 – Essay Writing Service | Write My Essay For Me Without Delay).
Create Pathways for Mentorship
Districts should explore opportunities for teachers to take on roles like mentoring, supervision or adjunct teaching to embed expertise within programs (Ingersoll & Perda, 2010 – Essay Writing Service: Write My Essay by Top-Notch Writer). For example, compensating experienced teachers as clinical faculty helps address retention while strengthening partnerships.
Incentivize Advanced Degrees
Advocating for state policies that provide tuition reimbursement or salary incentives can encourage in-service teachers to pursue advanced degrees or additional certification (Ingersoll & Perda, 2010 – Essay Writing Service: Write My Essay by Top-Notch Writer). This invests in developing existing talent within districts.
Conclusion
Collaboration between teacher preparation programs and P-12 schools is instrumental in providing preservice teachers with authentic clinical experiences that bridge theory to practice. The recommendations presented provide a framework for districts and programs to develop mutually beneficial partnerships that enhance preparation and address staffing needs. With open communication and an integrated approach, all stakeholders can work together to develop an educator workforce ready to meet the challenges of today’s classrooms.
References:
Bouck, E. C., Sands, P., Long, H., & Yadav, A. (2021). Preparing special education preservice teachers to teach computational thinking and computer science in mathematics. Teacher Education and Special Education, 44(3), 221–238. https://doi.org/10.1177/0888406421992376
Clarke, A., Triggs, V., & Nielsen, W. (2014: 2024 – Essay Writing Service | Write My Essay For Me Without Delay). Cooperating teacher participation in teacher education: A review of the literature. Review of Educational Research, 84(2), 163–202. https://doi.org/10.3102/0034654313499618
Darling-Hammond, L. (2006 – Write a paper; Professional research paper writing service – Best essay writers). Constructing 21st-century teacher education. Journal of teacher education, 57(3), 300-314.
Ingersoll, R., & Perda, D. (2010 – Essay Writing Service: Write My Essay by Top-Notch Writer). Is the supply of mathematics and science teachers sufficient? American Educational Research Journal, 47(3), 563–594. https://doi.org/10.3102/0002831210370711
Zeichner, K. (2010 – Essay Writing Service: Write My Essay by Top-Notch Writer). Rethinking the connections between campus courses and field experiences in college- and university-based teacher education. Journal of teacher education, 61(1-2), 89-99.

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