Teaching for All Kids = Practice for all Kids

Michelle Parker-Katz

Becoming a Teacher
You were asking what they should know and the response is kind of what they should be. I think this is really interesting because its kind of nice to think about how the question needs to change a little bit. When we (as mentors) think about teacher candidates, it is so much deeper. Its the experiences they need to have beyond just these are the things you are going to need to know.
Parker-Katz & Bay (2008, p. 1260)

Practice-focus Teacher Ed Curriculum

* High-leverage practices provide capacity across content and learning environments and, when practiced well, could yield very good outcomes with respect to student learning. * High-leverage practices could be used and adapted, with good judgment, to fit with the specifics of a particular learning situation and context. *High-leverage practices could be identified, articulated, agreedupon can be taught and can be learned * Questions the taken-for-granted belief that teaching is improvisational and few structures shape good improvisation.
Ball & Forzani (2009)

High-leverage practices FOR ALL KIDS

Universal Design for Learning universal access for all about making curriculum more inclusive reduce the barriers by thinking about what (multiple means of representation),

how (multiple means of action and expression), and

why (multiple means of engagement/motivation)

UDL
www.cast.org

Home page Learning Tools http://cast.org/learningtools/index.html

Look at the modules (http://udlonline.cast.org/home)

Practice: Realities
Increasingly inclusive environments Nearly 60% of students with disabilities spend 80% of their days in gen ed; over 95% of gen educators will teach students with disabilities in their careers
Center, 2008)

(Data Accountability

RTI Systematic interventions in gen ed *** before *** sped

Practice: Realities
Collaboration Work with special educators for RTI tier 1 and possible 2 supports; interpreting and implementing the IEP; progress monitoring; interactions with families; interactions with related personnel that IEP

IEP at a Glance; what in the heck ARE adaptations (and the differences between accommodations and modifications?

Practice: Realities
Recognize strengths and challenges in ALL STUDENTS Teaching is about approaching instruction and content in multiple ways; differentiation individualized instruction *** Create outcomes for all, most, some students

Development
EVERYONE does in all areas. All kids.

Practice: Realities
Disability SpEd IL certification in seven ability populations; wide range within each how do we come to know the characteristics and connected instructional approaches?????? GOOD TEACHING

Get to know kids; UDL; develop repertoire of strategies; gather assessment data that matters

Practice for UIC graduates of special education

62% of teachers taught in elementary/middle school; 38% of teachers taught in high school (n = 32; 63% eligibility) Teachers worked in a range of service delivery models in their current positions: 31% resource, self-contained and inclusion 22% inclusion and resource only 16% self-contained only 12.5% inclusion and self-contained only 12.5% self-contained and resource only 6% inclusion only

Online modules and Readings

IRIS modules http://iris.peabody.vanderbilt.edu/ Diversity, Differentiated Instruction, Assessment CONNECT modules http://community.fpg.unc.edu/ Module 7: Tiered Instruction ************ Journals for readings: Teaching Exceptional Children; Remedial and Special Education; Intervention in School and Clinic; Preventing School Failure

Real Uses
Discussion boards IRIS module for ELL (compare/contrast video no change in the script)
http://iris.peabody.vanderbilt.edu/ell/chalcycle.html

Evidenciary warrants for practice Module 7: Activity 7.17a (Use evidence-based practice decision-making)
http://community.fpg.unc.edu/sites/community.fpg.unc.edu/files/resources/Activity/CO NNECT-Activity-7-17a.pdf

Make adaptations
If Mr. A had a student with a learning disability whose receptive language was a challenge, what accommodations might he make?

Crossing borders
How can we become individuals who draw on multiple experiences and skills in an effort to create a new vision in an entirely new space.
& Blanton, 2012)

(Rueda & Stillman, 2012, p. 250, citing Pugach

Kozleski (2011, p. 251): create third spaces in which we can have generative dialogue about how teachers come to know practice and resolve issues; nature of the kinds of teacher education problems worth solving and how we use specialized language to represent the ideas, outcomes, hopes

Conclusions
Develop a practice-based teacher education curriculum in which values, knowledge and skills are steeped in practice FOR ALL STUDENTS; that is, in the experiences they need to have beyond just these are the things you are going to need to know. Parker-Katz & Bay (2008, p. 1260) Good teaching is good teaching is good teaching, or, it is teaching that adapts instruction for all kids to succeed.

Teacher learning is learning teaching for all kids. Learning for some isnt supplemental, but fundamental. And, we can do it inside of our curriculum and instruction.

= learning about equity and social justice FOR ALL inside of the work of teaching (practice)

References
Ball, D. L. & Forzani, F. M. (2009). The work of teaching and the challenge for teacher education. Journal of Teacher Education, 60(5) 497 511. DOI:10. 1177/0022487 1093 48479 Data Accountability Center. 2008. Profiles of Parts B and C Programs in States and Outlying Areas, 2001-02 through 2006-07. Retrieved from https://www.ideadata.org/TrendDataReports.asp Kozleski, E. B. (2011). Dialectical practices in education: Creating third spaces in the education of teachers. Teacher Education and Special Education, 34(3), 250 - 259. DOI: 10.1177/0888406411410077 Parker-Katz, M. & Bay, M. (2008). Conceptualizing mentor knowledge: Learning from the insiders. Teaching and Teacher Education, 24,12591269. Rueda, R. & Stillman, J. (2012). The 21st century teacher: A cultural perspective. Journal of Teacher Education, 63(4), 245-253.