Presenters:
Dr.
Erica Vernold Miller and Dr. Tiffany Coyle from Cazenovia College and Dr. Kim
Wieczorek from SUNY Cortland
Conference:
Fall
2015 NYSATE-NYACTE Conference
Conference
Location:
Gideon Putnam, Saratoga Springs, NY
Presentation
Time/Date: 3:00-3:45
on Thursday, October 15, 2015.
Presentation
Location:
Geyser Room
Conference
Strand:
Strand 2: Nurturing P-12 Partnerships and Professional Collaborations
Presentation
Title: Finding
the Right Fit: Challenges of Obtaining and Maintaining Appropriate Field
Placements for Inclusive Education Preservice Teachers
Summary: For inclusive
teacher education candidates, it is critical to experience field placements
with models of respectful and differentiation-oriented teaching approaches
provided to all students. Obtaining and maintaining such field placements
in the current reform era is daunting. Discussion of strategies for
nurturing such placements will be facilitated within this interactive panel
presentation and roundtable.
Abstract
Finding the Right Fit: Challenges of
Obtaining and Maintaining Appropriate Field Placements for Inclusive Education
Preservice Teachers
Field placements within inclusive
teacher preparation programs enable preservice teachers to be mentored by
practitioners in their field and allow further development of the positive
dispositions needed to effectively teach students with disabilities.
Palmer (1998) wrote, “If we want to grow in practice, we have two primary
places to go: to the inner ground from which good teaching comes and to the
community of fellow teachers from whom we can learn more about ourselves and
our craft” (p. 141). It is of critical importance that preservice
teachers are placed with mentors who have positive dispositions regarding
students with disabilities and model respectful teaching methods within
inclusive placements. Due to varying factors such as continued and
intensified pressure on teachers to demonstrate value-added growth for their
students, changing curriculum requirements related to the Common Core and
related modules, and a shifting commitment from administrators/districts in
relation to inclusive education, such field placements are often a challenge to
obtain and maintain. Levine (2006) states, “Spending substantial time in
the field can enrich students and aid their learning, and the lack of such
experience can impoverish them. Too many students are likely to graduate insufficiently
enriched” (p. 42). It is the responsibility of teacher educators to
“sufficiently enrich” and prepare students for careers in inclusive education;
it is important that we work to overcome the challenges that prevent us from
obtaining and maintaining appropriate field placements for our preservice
teachers. This roundtable discussion will provide a collegial forum to discuss
such challenges and brainstorm ways we can ensure that preservice teachers are
placed in appropriate inclusive education placements.
References
Levine, A. (2006). Educating school
teachers. Washington, D.C.: Education Schools Project.
Palmer,
P. (1998). The courage to teach. San Francisco: Jossey-Bass.