A Disability Studies in Education Analysis of the edTPA Through Teacher Candidate Perspectives

2017 ◽  
Vol 40 (4) ◽  
pp. 278-286 ◽  
Author(s):  
Jessica Bacon ◽  
Sheila Blachman
Keyword(s):  
New York ◽  
Special Education ◽  
Student Teaching ◽  
Disability Studies ◽  
Teacher Candidates ◽  
New York State ◽  
Teacher Candidate ◽  
Student Surveys ◽  
Disability Studies In Education ◽  
Student Journals

This analysis of the Special Education edTPA is written by two professors who co-taught a student teaching seminar at one institution and supported the first groups of teacher candidates required to submit the edTPA for certification in New York State. Data were gathered over three semesters and included open-ended student surveys, student journals, and public documents. Findings describe (a) how the edTPA requirements impacted teacher candidate learning, (b) the emphasis on one focus learner in the exam, (c) the discourse and language demands in the edTPA, and (d) how the edTPA and videotaping impacted fieldwork. We describe these findings and discuss their implications for inclusive and Special Education as understood through a disability studies in education perspective.

scholarly journals School Administrators’ Perceptions of Critical Teacher Skills

2021 ◽  
Vol 13 (3) ◽  
Author(s):  
Vance Austin ◽  
Stephen Caldas ◽  
Micheline Malow ◽  
Andrew Ecker
Keyword(s):  
New York ◽  
Students With Disabilities ◽  
Student Teaching ◽  
Teacher Candidates ◽  
Behavior Management ◽  
School Administrators ◽  
New York State ◽  
Language Education ◽  
Hudson Valley ◽  
Teacher Skills

Forty school administrators in the Lower Hudson Valley of New York State were surveyed about the characteristics of preservice and novice teachers believed most critical. These administrators represented a broad and socio-demographically diverse cross-section of rural, suburban and urban school districts. The administrators collectively rated establishing rapport with students and behavior management as the most critical skills for preservice and new teachers to possess. Examining roles separately, assistant principals valued rapport with students and creating effective lessons as most important, whereas principals rated effectively communicating with parents and guardians, and reflecting on teaching performance as being most important. The most frequently cited reason for not hiring or reappointing a candidate was lack of engagement with students. An ability to collaborate with colleagues as well as competence in working with students with disabilities and ELLS represent skills administrators also valued in teacher candidates. Furthermore, administrators identified authentic classroom experiences prior to student teaching as invaluable preparation for the classroom and a “difference-maker” in the quality and effectiveness of preservice teacher candidates. Finally, administrators noted areas of current and future job demand; need and growth areas for teachers were reported to be STEM and STEAM, Special Education, Bilingual/Language Education, and Dual Certification.

Preparing Paraprofessionals to Become Teachers: A Study Examining the Effect of Catalytic Interventions

2021 ◽  
pp. 105678792110036
Author(s):  
Tonya Johnson ◽  
Edward Lehner
Keyword(s):  
New York ◽  
Skill Acquisition ◽  
Social Reproduction ◽  
Teacher Candidates ◽  
New York State ◽  
Student Population ◽  
School Students ◽  
Preparation Programs ◽  
Data Set ◽  
Public School Students

New York State, in all of its regions, has a growing number of diverse public-school students, including many immigrant groups, accounting for a significant change in the ethnic and racial demographics of the state’s student population. Despite the rapidly changing student population, the teaching force nonetheless remains disproportionately White and populated primarily by women. A growing body of research suggests that the ranks of paraprofessionals, many of whom are already working in schools, may be the ideal population from which to develop a more fully diversified teaching candidate pool. Informed by a theoretical lens of social reproduction and drawing from an expansive data set, this research surveys the unique barriers that paraprofessionals face in accessing information about licensure and navigating local and state requirements. Specifically, the current work examines the needs of candidates at an urban community college and presents findings from a pilot support program designed to increase paraprofessional credentialing leading to teaching licensure. The findings of this work highlight not only the need for teacher and paraprofessional preparation programs to alter recruiting and skill-acquisition practices but also the need for continued research to better understand how to support multiethnic, multilingual, and multiracial teacher candidates.

Guiding Online Graduate Special Education Candidates Through E-Performance Assessments and edTPA

2022 ◽  
pp. 1021-1036
Author(s):  
Charmion Rush ◽  
Karena J. Cooper-Duffy
Keyword(s):  
Special Education ◽  
Teacher Preparation ◽  
Special Education Teachers ◽  
Teacher Candidates ◽  
Teacher Candidate ◽  
Performance Assessments ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Online Teacher ◽  
Field Supervisors

As online teacher preparation programs continue to grow, guiding the process for edTPA candidates can pose varying challenges. As such, teacher preparation programs must be equipped to provide guidance to online candidates as they complete the actionable items required for edTPA. Provided from the field supervisors' perspective, this chapter outlines the current process Western Carolina University has in place to provide effective clinical and teacher candidate experiences for students in their online program. The purpose of this chapter provides guided structure for graduate special education teachers pursing initial licensure through an online masters' program. This chapter will include 1) the challenges of guiding online students through the e-portfolio process, 2) an exploration of the provided structure for the teacher candidates to fulfill the requirements of edTPA, as well as 3) recommendations for teacher preparation programs and teacher candidate readiness in the practice and application of e-performance assessments and edTPA.

scholarly journals The Disability Studies in Education Annual Conference: Explorations of Working Within, and Against, Special Education

2014 ◽  
Vol 34 (2) ◽  
Author(s):  
David Connor
Keyword(s):  
Special Education ◽  
Teacher Education ◽  
Disability Studies ◽  
Doctoral Programs ◽  
Special Educators ◽  
Annual Conference ◽  
Alternative Discipline ◽  
Existing Structures ◽  
Disability Studies In Education ◽  
History Of

<p>This article focuses on the Disability Studies in Education (DSE) conference as an example of expanding disability studies (DS). First, the origins, purpose, and history of the DSE conference are described as a valid alternative discipline to special education. Second, the following three questions are posed in relation to DSE scholars: (1) To what degree can we transgress within existing structures of teacher education and doctoral programs without being provided lip-service, coopted, or dismissed as ideological versus practical? (2) To what degree can we engage (and critique) the field of special education within its journals and conferences&mdash;and provide a greater plurality of perspectives within them? And, (3) how can we strategize to widely circulate ideas within DSE throughout education and its related fields? Presentations from the 2012 DSE conference are analyzed, described, and used as a collective response to help answer these questions. Fourth, DSE scholars share post-conference thoughts on the future of DSE. Finally, the deep debt of DSE to DS is acknowledged, along with speculation about possible ways in which DSE may help inform the growth of DS.&nbsp;</p><p><strong>Keywords: </strong>disability studies<strong> </strong>in education, critical special educators,<strong> </strong>teacher education<strong>, r</strong>esearch in education, ideology</p>

scholarly journals “I don’t like to be told that I view a student with a deficit mindset”: Why it Matters that Disability Studies in Education Continues to Grow

2020 ◽  
Vol 9 (5) ◽  
pp. 20-41
Author(s):  
David J. Connor
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Disability Studies ◽  
Personal Narrative ◽  
Special Educators ◽  
Disability Studies In Education ◽  
Interdisciplinary Nature ◽  
Educational Career ◽  
Education And Society ◽  
Service Presentation

In this article I use personal narrative to provide a commentary on the value of Disability Studies in Education (DSE). Through a mixture of recollections, observations, and descriptions, along with engagement with scholarship in the fields of both special education and DSE, I highlight ways in which I and other scholars have utilized the latter in our daily professional practices. First, I describe the point in my educational career when I came into contact with Disability Studies (DS). Second, I share the beginnings of how DSE came into existence through the work of a coalition of critical special educators. Third, I provide instances of DSE in action, highlighting a recent in-service presentation and other examples. Fourth, I explain why DSE is needed to protect and develop conceptualizations of disability outside of the traditional special education realm. Fifth, I illustrate the benefits of DSE’s interdisciplinary nature. Finally, I assert that DSE provides a visionary lens for improving educational practices for students with disabilities. In closing, I advocate for DSE’s continued growth in helping change deficit-based understandings of disability that continue to pervade education and society.

scholarly journals Semiotic Stalemate: Resisting Restraint and Seclusion through Guattari’s Micropolitics of Desire

2020 ◽  
Vol 9 (5) ◽  
pp. 156-184
Author(s):  
Robin Roscigno
Keyword(s):  
Special Education ◽  
Behavior Analysis ◽  
Applied Behavior Analysis ◽  
Disability Studies ◽  
Behavioral Analysis ◽  
Applied Behavioral Analysis ◽  
Disabled Students ◽  
Education Practice ◽  
New Class ◽  
Disability Studies In Education

This article explores the semiotic relationships between Applied Behavior Analysis research, special education practice and restraint and seclusion policy by tracing the evolution of the concept of “self-restraint,” —a term from Behavior Analytic literature for a variety of “behaviors” in which a person restricts their own movement. I trace how “self-restraint” emerges as a new class of behaviors eligible for intervention, and how this marks certain bodies for restrictive practices such as restraint, seclusion and the use of aversives. I explore how rhetorical moves shape the educational landscape of disabled students and expose mechanisms of control that are shaped by scholarship. By using “self-restraint” as an example, I respond to the taxonomies of deficit disseminated through Applied Behavioral Analysis in schooling for neurodivergent students and make critical links between special education practice and Disability Studies in Education.

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