Student Teacher to Master Teacher: A Practical Guide for Educating Students With Special Needs

by Rosenberg, Michael J.; O'Shea, Lawrence J.; O'Shea, Dorothy J.

• ISBN13: 9780130413727
• ISBN10: 0130413720
• Edition: 3rd
• Format: Paperback
• Copyright: 2002-01-01
• Publisher: Pearson College Div

Summary

This book recognizes the breadth of information and teaching skills new special education teachers must demonstrate in order to be effective. In response, this reflective guide offers realistic, structured activities to help student teachers transition from pre-service training to meeting the challenges of teaching students with mild to moderate disabilities. Topics include: Field Experiences with Students with Mild to Moderate Disabilities; Legal Aspects of Special Education; Setting Up for Instruction; Classroom Assessment Practices for Instruction; Planning for Instruction; Delivering Instruction; The Paperwork; Classroom Management; Student and Family Transitions; Collaborative Programming and Consultation; and The Master Teacher. For new special education teachers.

Table of Contents

Field Experiences with Students with Mild to Moderate Disabilities	1	(28)
Students with Mild to Moderate Disabilities: Definitions and Characteristics	3	(7)
Categories of Mild to Moderate Disabilities	4	(5)
Category-Free Descriptions	9	(1)
How Special Education Services Are Delivered	10	(6)
Continuum of Services	10	(3)
Inclusive Education	13	(3)
Roles and Responsibilities	16	(8)
University Supervisor	16	(1)
Cooperating Teacher	17	(1)
Practicum Student	17	(7)
Preparing for a Successful Practicum Experience	24	(1)
Summary	25	(1)
Activities to Extend Your Knowledge	25	(1)
Point and Click	26	(1)
References	27	(2)
Legal Aspects of Special Education	29	(28)
Legal Basis of Educational Rights for Students with Disabilities	31	(8)
Specific Legislation	31	(3)
Specific Litigation	34	(1)
Recurring Legal Themes	35	(2)
Central Themes	37	(2)
Major Components of the Federal Law	39	(8)
Full Range of Services	40	(1)
Suspensions, Explusions, and Alternative Interim Educational Placements	40	(1)
Incentives for the LRE	40	(1)
IEP Development and Access to the General Educational Curriculum	41	(1)
Referral, Evaluation, and Placement Guidelines	41	(2)
Procedural Safeguards	43	(4)
Major Challenges of IDEA for Developing Teachers	47	(7)
Related Legislation	47	(2)
How Can Teachers Demonstrate Implementation of Special Education Laws	49	(1)
Legal and Professional Responsibilities of New Teachers	50	(1)
Provision of Fape	50	(1)
Efforts Within the Educational System	51	(1)
Using Mediation and Professional Attitudes During Litigation	52	(1)
Advocacy for New and Better Legislation	53	(1)
Summary	54	(1)
Activities to Extend Your Knowledge	54	(1)
Point and Click	55	(1)
References	56	(1)
Setting Up for Instructions	57	(2)
Designing the Physical Environment	59	(3)
Public and Prevate Space	59	(2)
Furniture	61	(1)
Easy lines of Vision	62	(1)
Storage of Instructional Materials	62	(1)
Aesthetics	62	(1)
Managing Instructional time	62	(5)
Levels of Instructional time	63	(1)
Strategies for Time Management	63	(4)
Scheduling Activities and Grouping Students	67	(8)
Scheduling Activities	68	(4)
Grouping Students	72	(3)
Formulating Meaningful and Relevant Rules and Procedures	75	(4)
Introducing Rules and Procedures	76	(1)
Maintaining the Integrity of Rules and Procedures	77	(1)
Developing Routines and Procedures	77	(2)
Coordinating Resources	79	(1)
Using the IEP as a Living and Working Document	79	(1)
Keeping Files and Materials Organized and Accessible	79	(1)
Appropriate Use of Technology Based-Resources	79	(1)
Preparing a Substitute Teacher's Packet	80	(1)
Being Aware of School- and Community-Based Support Services	80	(2)
Summary	82	(1)
Activities to Extend Your KNowledge	82	(1)
Point and Click	83	(1)
References	83	(2)
Classroom Assessment Practice for Instruction	85	(119)
Stephanie L. Carpenter
Margaret E. King-Sears
Johns Hopkins
Purposes for Classroom Assessment	87	(6)
Identify Students' Entry-Level Competencies	87	(4)
Monitor Students' Performance During Instruction	91	(1)
Determine Students' Mastery of Competencies	91	(2)
Monitor Student's Maintenance and Generalization of Competencies	93	(1)
Principles of Assessment	93	(3)
Critical Skills Are Selected for Assessment	93	(1)
Data Are Collected in a Systematic Manner	94	(2)
Data on Student Performance Are Collected Frequently	96	(1)
Approaches to Classroom Assessment	96	(10)
Authentic, Performance, and Portfolio Assessment	96	(6)
Curriculum-Based Assessment	102	(4)
Apply Case Study 1: Fractions and Decimals	106	(9)
Apply Case Study 2: High School Essays	110	(1)
Apply Case Study 3: Sight Word Recognition	111	(3)
Grading Practices	114	(1)
Summary	114	(1)
Activities to Extend Your KNowledge	115	(4)
Point and Click	115	(1)
References	116	(3)
Planning for Instruction	119	(36)
Reasons for Planning	120	(1)
Planning Increases the Probability of Effective Teaching	120	(1)
Planning Increases Confidence, Security, and Direction	121	(1)
Planning Helps Establish Good Habits	121	(1)
Developmental Aspect of Lesson Planning	121	(1)
Relationship of Planning to the Diagnostic Teaching Model	122	(3)
Strategic and Tactical Planning	125	(1)
Components of Successfully Planned Lessons	126	(14)
Prerequisite Skills	126	(1)
Instructional Objectives	126	(4)
Instructional Activities and Materials to Be Used	130	(4)
Methods to Evaluate Lessons	134	(2)
Adaptations and Modifications	136	(2)
Anticipated Problems	138	(1)
Self-Evaluation of Lesson Plans	139	(1)
Lesson-Plan Formats	140	(7)
Daily Lesson Plans	140	(4)
Unit Plans	144	(3)
Strategic Planning for Inclusive Programming	147	(3)
Lesson Plans and Computer Technology	148	(2)
Summary	150	(1)
Activities to Extend Your Knowledge	151	(1)
Point and Click	151	(1)
References	152	(3)
Delivering Instruction	155	(50)
Introduction	156	(1)
Direct Instruction and Guided Discovery Learning: Principles for Effective Instruction	157	(21)
Direct Instruction	158	(7)
Teaching Models Related to Teacher-Directed Instruction	165	(4)
Guided Discovery Learning	169	(4)
Teaching Models Related to Guided Discovery Learning	173	(5)
Procedures for Presenting Subject Matter	178	(5)
Presentation of Conceptual Knowledge	178	(3)
Presentation of Academic Rules	181	(2)
Learning Stages	183	(5)
Acquisition (Introduction and Discrimination)	183	(3)
Fluency Building	186	(1)
Maintenance	187	(1)
Generalization	187	(1)
Lesson Development	188	(5)
Initiating a Lesson	188	(2)
Engaging Students During Instruction	190	(3)
Closing a Lesson: Ending Review	193	(1)
Lesson Format for Direct Instruction and Guided Discovery Learning Approaches	193	(3)
Acquisition Stage---Introduction	194	(1)
Acquisition Stage---Discrimination	194	(1)
Fluency-Building Stage	195	(1)
Maintenance Stage	195	(1)
Generalization Stage	196	(1)
When to Use Specific Elements of Effective Instruction	196	(2)
Teaching Concepts and Academic Rules by Using the DI and GDL Models	196	(1)
Stages of Learning	197	(1)
Lesson Development	197	(1)
Summary	198	(1)
Activities to Extend Your Knowledge	199	(1)
Point and Click	200	(1)
References	201	(4)
The Paperwork	205	(46)
Simulated Case Example	206	(1)
Developing Useful Paperwork: A Rationale	207	(3)
Typical Procedures Used for Screening-Preferred, Referral, and Classification	210	(12)
Screening-Prereferral Process	211	(1)
Paperwork in the Referral Process	212	(2)
Present Educational Setting	214	(1)
Classroom Diversity	214	(1)
Data Collection by Multiple Professionals	215	(1)
Prereferral Strategy Implementation	215	(3)
Professional Observations	218	(2)
Case Study Conference Results	220	(1)
Summary of Present Educational Setting Documentation	220	(2)
Formalized Testing	222	(12)
Collection and Results of Sensory Screenings	222	(2)
Consent for Individualized Testing	224	(2)
Individualized Battery	226	(1)
Testing Requirements	226	(1)
Explanation and Interpretation of Formal Testing	226	(4)
Eligibility Meeting	230	(3)
Pertinent Questions of Formal Testing Results	233	(1)
Summary of the Formalized Testing Situation	233	(1)
Individualized Education Programs	234	(11)
Consent for Placement by Parents	235	(3)
The IEP as a Working Document	238	(1)
Effective IEP Meetings	238	(4)
Requirements of Annual Updated IEPs	242	(1)
Results and Implications of Reevaluations	242	(3)
Writing Reports to Parents and to Other Professionals	245	(3)
Who Can Help the Novice Teacher Understand the Ins and Outs of Paperwork?	247	(1)
Complying with Monitoring and Evaluation Procedures	247	(1)
Summary	248	(1)
Activities to Extend Your Knowledge	248	(1)
Point and Click	249	(1)
References	249	(2)
Classroom Management	251	(2)
Comprehensive School and Classroom Management Programs	253	(1)
Preventing Problem Behaviors	254	(5)
Effective Instruction	255	(1)
An Appropriate Management Perspective	255	(2)
Preparation	257	(1)
Physical Environment	257	(2)
Developing Rules, Procedures, and Behavioral Supports	259	(3)
Taking Action: Responding to Student Misbehavior	262	(6)
Surface Management Techniques	262	(1)
Conducting a Functional Behavioral Assessment	263	(1)
Development of Consequences	264	(2)
Crisis Management	266	(2)
Resolving Student Misbehavior	268	(5)
Generic Behavioral Strategies	268	(5)
Promoting Self-Control and Problem Solving	273	(2)
Self-Control	273	(1)
Problem Solving	274	(1)
Designing and Implementing Individual Behavior-Change Interventions	275	(4)
Rationale and Current Intervention Efforts	275	(1)
Pinpointing a Target Behavior	276	(1)
Selecting an Observation and Recording Procedure	276	(1)
Obtaining Baseline Measures of Targeted Behavior	276	(1)
Setting Goal	276	(2)
Administering the Intervention	278	(1)
Analyzing Results Continuously	278	(1)
Completing Follow-Up and Maintenance Procedures	278	(1)
Summary	279	(1)
Activities to Extend Your Knowledge	280	(1)
Point and Click	280	(1)
References	281	(2)
Student and Family Transitions	283	(315)
Janeen M. Taylor
Transitions Faced by Students and Families	284	(20)
Transition Issues in Families of Young Children	286	(1)
Early Intervention and Early Childhood Special Education	287	(7)
Individualized Family Service Plans (IFSPs)	294	(8)
Teachers' Work with Families	302	(1)
Elementary and Middle School Students' Transitions	303	(1)
Linking School Opportunities	304	(4)
IEPs and Students' Transitions	304	(2)
High School Students' Transitions	306	(1)
Interagency Coordination Efforts	307	(1)
Teachers' Roles as Students Age	308	(2)
Facilitating the Transition Process for Older Students and Their Families	308	(2)
Summary	310	(1)
Activities to Extend Your Knowledge	311	(1)
Point and Click	312	(1)
References	312	(3)
Collaborative Programming and Consultation	315	(24)
Introduction	316	(2)
The Beginning Teacher as the Recipient of Consulting Services	318	(5)
Appreciating the Competence of Other Professionals	319	(1)
Making the Most of Consultative Services	320	(1)
Accepting Constructive Criticism	321	(2)
The Developing and Beginning Teacher as the Provider of Consulting Services	323	(1)
Collaborative Model for Consultative Processes	324	(3)
Consensual Decision Making	324	(1)
Balance of Control	325	(2)
Interpersonal Communication Skills	327	(4)
General procedures for Collaborative Consultation	331	(2)
Three Basic Procedures	331	(2)
Operationalizing Conference Procedures	333	(2)
Summary	335	(1)
Activities to Extend Your Knowledge	336	(1)
Point and Click	336	(1)
References	337	(2)
The Master Teacher	339	(50)
Professional Preparation Standards	340	(2)
Chronic Shortages	342	(1)
The Job Search	342	(17)
Equal Opportunity Employment Procedures	342	(1)
Posting Teaching Opportunities	343	(1)
Employee Searches	344	(1)
Professional Application, Resume, and Cover Letter	344	(3)
Professional References	347	(4)
College Transcripts, Verification of Previous Employment, and Teaching Credentials	351	(4)
Completed Credentials Files	355	(1)
Face-to-Face Interviews	356	(2)
Candidate Recommendations	358	(1)
Preparation of Professional Portfolios	359	(2)
Professional Portfolio Purposes	359	(1)
Portfolio Evidence	359	(1)
Professional Portfolio Process	360	(1)
Moving from Student Teacher to Master Teacher: Working Effectively in Partnerships	361	(22)
Cooperative Approaches	361	(2)
Team Approach	363	(1)
Teacher Induction Programs	364	(1)
Mentoring Activities	365	(1)
Working with Students' Parents or Guardians	366	(3)
Making Teaming Work	369	(1)
Peer Observations	370	(1)
Managing Paraprofessionals	370	(1)
Strategies Useful With Paraprofessionals	371	(2)
Teacher Stress and Burnout	373	(3)
Stress and Special Educators	376	(4)
A Teacher Career Cycle: Facilitating the Master Teacher Process	380	(1)
Advancement Within the Field	380	(1)
Involvement in Professional Organizations	380	(1)
Involvement in Professional Development Activities	380	(1)
Higher Degrees	381	(1)
Certifications	381	(1)
Analyzing Personal Philosophies: What Can Teachers Do to Remain Committed to their Careers?	381	(1)
Summary	382	(1)
Activities to Extend Your Knowledge	382	(1)
Point and Click	383	(1)
References	384	(5)
Appendix CEC Code of Ethics and Standards for Professional Practice for Special Educators	389	(4)
Index	393

Excerpts

Our basic purpose in preparing the third edition ofStudent Teacher to Master Teacherwas to provide a reflective guide for use during supervised special education student teaching experiences or graduate field experience. We believe that field experiences are often the single most important component of a preservice level teacher development program. The approach used in our guide is based on two interrelated assumptions. First, we believe that student teaching and initial field experiences should be rigorous and as realistic as possible. They should be developed to ensure that the preservice-level teacher enters the professional job market with the skills needed for both immediate survival and continued success. Few teacher educators would question this view, and many may regard it as an obvious, somewhat pious, statement of fact. Interpretation and actual implementation of this view appear to vary considerably, however, affecting the validity of the basic assumption in reference to specific teacher-training programs. In the absence of structured and purposeful activities or requirements, there may be no valid criteria for assessing easily delineated teaching skills across varied settings. In fact, the apparent discrepancy between theory and successful application may significantly reduce program credibility. Second, special education field experiences should incorporate a variety of structured requirements and activities that collectively "bridge the gap" between methods and/or laboratory courses and actual independent, professional teaching. We recognize the need for more structured, reality-based, and relevant preservice experiences. When observing, supervising, managing, and evaluating preservice and beginning teachers, we found a critical need to link preservice training and field experience requirements to real teaching skills and actual on-the-job requirements. Topics and activities in this guide were chosen because we believe they represent many of the most pertinent issues that new teachers will face when they begin their field experiences or when they manage their first classrooms on their own. Through our own experiences as classroom teachers and supervisors of developing teachers, we also realized the needs of college supervisors. We believe that individuals involved with the supervision of student teachers and field-experience students often are the forgotten souls, desperately trying to promote best practices in the face of problems of logistics, timing, and realities of modern schools. Often, these are individuals who must face experienced teachers' claims to novice teachers that "it can't be done like that" or "theory is only relevant in textbooks and it will never work here." To the university instructors' calls for "increased best practices" in the classrooms, we believe that college supervisors will welcome a commercially prepared resource to aid them in their roles. This guide was developed to reduce the amount of time needed by supervisory faculty and staff in the review and possible remediation of key concepts associated with successful teaching. We hope the use of this guide will allow more time for the important job of observing and providing feedback to preservice teachers and for supervisors' liaisons to classroom teachers and administrators, university faculty, and preservice teachers. In summary, throughout this guide we provide tips and insights to preservice and beginning teachers to help them grow professionally with their chosen career over time, starting during their initial field experiences and continuing through their beginning years in teaching. We recognize the enormous amount of information that teachers new to special education must obtain and be able to demonstrate during their initial work with students with mild to moderate disabilities. This guide is meant to help new teachers make the transition from the role of student at the preservice level to th