Models for Inclusive Educator Preparation: Establishing Effective Practices

• In Event: Teacher Education for All: Intersectionality and Preparing All Teachers

Abstract

Objectives
The objective of this session is to report the findings from results from the first year of a technical assistance center focused on inclusive education.
Perspectives
Despite an increased focus on equity, educator preparation remains highly siloed with a clear divide between general and special educator preparation (Ashby, 2012). Prior research suggests this divide extends into PK-12 schools and perpetuates the continued segregation of students with disabilities. Networked Improvement Communities involving teams from educator preparation programs are an innovative approach to designing and implementing change across educator preparation programs.
Methods or Modes of Inquiry
A case study design approach was used for this research which reports the results from the work of four educator preparation programs involved in a Networked Improvement Community approach. The focus EPPs included Equitable Access and Opportunity for all Students: Include and build equity for all students, including students with disabilities, students who are Black, students who are Latinx, students who belong to the LGBTQIA+ community, and students who are experiencing poverty. Prepare teachers ready to advocate for and create the systemic changes necessary for racial, social, and educational justice, including adequate funding for schools and professional educator compensation. Thriving Teachers and Students: Prepare teachers to create and sustain school environments where teachers and students thrive with a particular focus on inclusion of students with disabilities, anti-racist practices, social emotional learning (SEL), and culturally and linguistically relevant teaching (CLRT). Prepare teachers to support the growth of their students’ social emotional competencies and their own. Support teacher and student wellness. Amplify agency for teacher leaders and prepare teachers for a variety of leadership roles along their teaching career pathway. Innovative Practices: Develop teacher candidate competencies to meet the needs of students with disabilities, students who are Black, students who are Latinx, students who belong to the LGBTQIA+ community, and students who are experiencing poverty through innovations geared to each participating EPP program. Improve outcomes related to student engagement, academic content areas, and transition to quality adult life. Meaningful TK-12 Partnerships: Support strong partnerships between EPPs and TK-12 school districts and charter schools where teacher candidates receive high–quality, clinically rich experiences and where districts receive teacher candidates prepared to excel in their communities. Recruit, develop, and support the sustaining of a diverse teaching workforce that models, embodies, and enacts equity.
Data Sources
Each educator preparation program identified a problem of practice and designed an action-research-based approach to addressing the problem of practice. Data sources vary depending on the program but include teacher candidate demographics and performance measures and perspectives on faculty professional development or learning.
Results
Results from the work of each educator preparation program are shared.
Scholarly Significance
Understanding innovation in teacher education and how we best prepare teachers to work with all students is of utmost importance if we are to address the current structures that perpetuate the continued marginalization of students with disabilities.

Authors

• Charlotte Achieng-Evensen, Chapman University

• Meghan E. Cosier, Chapman University

• Jill Perez, Chapman University