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Judith Winn (jwinn@uwm.edu) Alison Ford (alison@uwm.edu ) University of WI-Milwaukee

Identifying and Integrating Essential Special Education Practices for Urban Special Education Teachers. Judith Winn (jwinn@uwm.edu) Alison Ford (alison@uwm.edu ) University of WI-Milwaukee TED Conference Ft Lauderdale, FL November 7 ,2013. Essential Practices.

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Judith Winn (jwinn@uwm.edu) Alison Ford (alison@uwm.edu ) University of WI-Milwaukee

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  1. Identifying and Integrating Essential Special Education Practices for Urban Special Education Teachers Judith Winn (jwinn@uwm.edu) Alison Ford (alison@uwm.edu) University of WI-Milwaukee TED Conference Ft Lauderdale, FL November 7 ,2013

  2. Essential Practices • … high leverage (“…at the heart of the work of teaching and most likely to affect student learning “(Ball & Forzani, 2010), being critical to student success, and small enough to be observed but yet having broad applicability…candidates will be responsible for naming the practices, justifying them, and demonstrating them in the field… • (Essential Special Education Practices – Starter List, 2012)

  3. UWM’s Certification Program • Post-baccalaureate (& 5th Year Dual Cert) • Urban • Cross Categorical, grades 1-8 • Field-based: On-the-job component • MPS Internship and Pre-Internship • Cohort model, faculty teams

  4. Essential Practice Areas (InTASC, 2011)

  5. Searching the Evidence base- Meta-Analyses, IES Practice Guides, etc. --as noted in your handout

  6. IV. Professional Responsibility • Urban Education/Cultural Responsiveness • Parent Partnerships & IEP Planning • Collaboration • Professional Development & Advocacy Calibri (Body) Calibri (Body) Calibri (Body)

  7. Content Knowledge • a. Content Learning Standards & Progressions • b. Using Curriculum Materials

  8. Ex: Curriculum I & Outcomes for Content Knowledge - Elizabeth – PreIntern; 6/7th; Small group math 1) Uses Learning Progression [CC; multi-grade; curr.]2) Articulates Major Strands [Number System; Expressions & Equations; Geometry; Statistics & Prob; Ratios & Proportional Rela..Mathematical Practices]3) Uses Backward Design [Long-term plans (big picture outcomes) & daily plans 4) Teaches for understanding/mastery(Real-World Applications; e.g., “Table for 22”)5) Designs/Integrates a tool/strategy (Technology Integration & early awareness of role in closing digital divide; e.g., calculator on iPad)6)Adopts a Learner Stance (Internet resource folder)

  9. Integrating the Practices

  10. What we have learned…What we are thinking about… • Process and practices frame dialogue among faculty • Helps us situate program in context of the evidence base • Forces articulation to students • Can all practices be “named?” • What research do students need to know? • Presently,document not useful to students • Which practices “rise to the top?”

  11. Currently… • Bottom lines as anchor • A second push toward – narrowing down the list of essential practices

  12. Why continue this work… • Pushes us and our partners • To keep grounded in the evidence-base • To keep a manageable set of practices in the forefront • To keep the program coherent • To be accountable • Allows our students • To have a usable understanding of expectations • To have a common language around promising practices • To be accountable –to be better able to justify practices

  13. http://www4.uwm.edu/soe/centers/usetp/

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