TE 803: Professional Roles

& Teaching Practice

Week 3
January 26, 2010
 Agenda

• For Next Week

• “Race to the Top”
• Special Education/INCLUDE
• Learning Communities
• Part IV Workshop
 For Next Week
• DUE: Draft Part IV (Parts I & III returned this week)
• READ: Brophy & Alleman ch. 14
• Friend & Bursuck pp. 305-320
(from ch. 9)
• Syllabus change: SPED Fact Sheets due
March 23 (wkshp March 16)
 Race to the Top
• $4.35 billion – application for funds

• Asking states to reform around:

• Adopting standards and assessments that prepare students to succeed in
college and the workplace and to compete in the global economy;

• Building data systems that measure student growth and success, and
inform teachers and principals about how they can improve instruction;

• Recruiting, developing, rewarding, and retaining effective teachers and

principals, especially where they are needed most; and

• Turning around our lowest-achieving schools.

• Michigan = “Category 2” = $200-400 million

• Awards: states with success raising student achievement & reform-minded

Special Ed @ a Glance

• Cacophony of acronyms
• What do you know?
• What do you need to know?
• IEP
• 504
 Identification Rates (2005) LD
Speech
CI
2% 4% EI
2%
OHI
4%
Autism
ECDD
7% PI
Low Inc
38%

8%

11%

24%
Office of Special Education
December 1, 2005/MICIS
& Early Intervention Services
 • Gifted & Talented
• High Incidence

• Other
• learning

• “at risk”
• emotional

• ESL
• speech/language

• cultural
• Low Incidence

• What is the challenge

• mental
for teachers?
retardation

• What stood out to

• blindness
you?
 Accommodations
• Identify ONE student in your classroom who
has been diagnosed with a particular special
education designation (e.g. LD, ED, etc.)

• What else do you know about this student?

• Identify accommodations in your classroom

made for that student

• Identify specific ways you (can) accommodate

that student in your lessons/units
INCLUDE
Learning Community

• From memory, write down ALL the

names of students in your class.
• Write one quality you admire in each
person.
Learning Community
• In groups of 3

• 5M: one person discuss their learning

community

• 2M: listeners ask clarifying questions

• 3M: listeners speak back to talker by asserting

themes, raising questions for talker to
consider; talker does not respond, but take
notes

• Repeat process for other individuals in group

 Describe the . . .
• classroom goals: moral, • inclusion of cultural
cognitive & socio- diversity
emotional
• assessment forms in the
• physical environment classroom
of the classroom
• student behavior in the
• rules, norms, classroom
procedures in the
classroom • student engagement in
the classroom
• sources of motivation in
the classroom • types of instruction in
the classroom
Learning Community

• Job Interview Questions:

• How would you describe your teaching

style?

• What kind of learning community will you

create in your classroom?
Part IV Workshop