V3 3-field study-close

University of Oregon-Laos Inclusion Project • 2015 • ໂຄງການການສຶ$ກສຶາຮຽນຮ'ວມລະຫວ'າງ ມະຫາວ-ທະຍາໄລ ໂອເຣກອນ ແລະ ລາວ

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Field-based Instruction in Teacher Training Programs

Daniel W. Close, Ph.D.Marisa Silver, Ed.D.

Field-based Instruction in Teacher Training Programs


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Rationale for Field-based Instruction

• Field Study placements provide real-world professional exposure and experience for students seeking careers in Inclusive Education.

• Field Study provides students with opportunities to apply the foundational knowledge and skills gained in their Teacher Training program to teaching and other activities in local schools.


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Selecting Field Study Sites

• Field study sites need to represent a range of student abilities, state of the art approaches to Inclusive Education, and a willingness to work in collaboration with the Teacher Training and University faculty.

• Field study sites should represent high quality programs that prepare students for what they will encounter in their professional careers.


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Field Study Supervision

• Supervision is a vital part of Field Study. • Faculty providing Field Study Supervision need

to have knowledge and expertise in the skills needed for Inclusive Education

• Staff at the field study site also supervise the teacher-in-training during their field study hours.

• The student, faculty and field study site staff all work together as a cohesive team.


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Small Group Activity

• Get into small groups and discuss ways to build field study teams in your community.

• Describe what you will do to encourage schools in your community to participate in field-based instruction.

• What obstacles do you see in developing such relationships in your community?


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Field Study Work Plan

Teachers-in-training meet with their faculty supervisor and field site supervisor to develop the work plan. The main components of the plan are:

Dates/times the teacher-in-training will be on site during the term

List of field activities to be performed by the teacher-in-training

List of competencies to be met during field study.Dates of the midterm and final evaluation.


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Competency-based Field Study

• A competency refers to the core knowledge and core and professional skills necessary for professionals to work in Inclusive Education settings with children and families.

• All members of the Field Study team -students, faculty and site staff - need to have the core knowledge and skills to work in Inclusive Education


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The Core Competencies

The University of Oregon College of Education proposes two main core skill areas related to Field-based instruction, the include:

• Core Skills • Other Professional Skills


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Core Skills

• Interpersonal Skills• Verbal/Written Communication• Personal Safety• Time Management/Organization• Professionalism/Work Ethic • Diversity/Cultural Awareness


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Interpersonal Skills

• Interpersonal Skills reflect effective personal relationships between people. Students with strong interpersonal skills are often easy to talk to, seem to care about others, and seem to create positive relationships with others.

• Characteristics such as warmth, empathy and genuineness are often associated with people with strong interpersonal skills.


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Verbal Communication

• Verbal communication refers to the words utilized to speak clearly and concisely to others.

• In addition, verbal communication includes such subtle messages as tone of voice, facial expression, physical gestures and body movements, touch, and speed of speaking.

• Students with strong verbal communication skills are able to develop and maintain communication with peers, clients, supervisors, faculty, and significant others in the community.


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Written Communication

• Written Communication refers to the preparation of written documents for communication of ideas through words.

• Written communication includes the production of lesson plans, journals, case examples, and case notes and other field based documents.


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Personal Safety

• Personal Safety refers to actions taken to protect oneself from emotional, physical, or social harm or injury.

• This harm could include being injured while transporting a client, to contracting head lice during interactions with a child, to experiencing the pain and suffering of a critically ill child or an adult who has experienced violence.


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• Get into small groups and discuss the types of safety issues that might happen in an Inclusive Education classroom in your community.

• Discuss ways that the teacher training college or university could assist students and program staff to prevent potential harm to students.


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Time Management

• Time Management/Organization refers to the ability to manage multiple deadlines in the classroom through the use of effective organizational tools.

• This skill is demonstrated by attending all class, supervision and field study commitments consistently and on time.

• Organization is demonstrated by managing multiple tasks and deadlines in class and field study simultaneously.


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Professionalism

• Professionalism is the idea that being a professional educator carries with it a set of responsibilities that will show in the way individuals work and the ethical standards they each follow.

• This is demonstrated through consistent positive participation in the school setting and attainment of professional goals.


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Diversity and Cultural Awareness

• Diversity/Cultural Awareness refers to the variety of cultural and ethnic views that are expressed and considered in human service activities.

• This includes sensitivity to cultural, personal, and physical differences.

• Awareness of ethnic diversity issues is important. • Furthermore, respecting the attitudes and

sensitivities of families with children with disabilities is very important.


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Professional Skills

• In the College of Education, we view students who are participating in Field Study as a “professional in training”.

• This concept of "professional in training" is important because it means that the individual is no longer a "student' in the strictest sense.

• They are now entering the initial phase of their development as an Inclusive Educator.


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Professional Skills

• Technology• Assessment• Observation• Teaching Procedures


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Technology

• Technology refers to the practice of using computers and other information systems to perform the everyday tasks in the classroom.

• Technology is a tool to effectively communicate with students and work in a professional manner.


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Assessment

• Assessment refers to the process of collecting information for a variety of student related issues.

• Assessments may be conducted at an individual or group level.

• One purpose of an assessment may be to sort out the nature of a particular student's challenges or obstacles and to develop an individualized plan of intervention.


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Assessment

…continued• The College of Education promotes a

"strength-based" philosophy of assessment, meaning that the focus of assessment is to identify strengths and resources to help the person to be successful.


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• Get into small groups and discuss the following topics:

• What types of assessments do you use in your classroom?

• What is the purpose of this type of assessment?• Is the assessment “strength-based” ?• How can you make you assessment more

strength-based?


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Interviewing and Working with Families

• Interviewing refers to the face-to-face interactions between the “professional in training” and family members.

• The primary purpose of this interview is to learn about the child and how the family’s needs It is important to establish positive communication with the family, to actively listen to information in an unbiased and objective manner, and to be sensitive to the family's needs, values and fears.


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Instructional Techniques

• This refers to the instructional techniques that are used to modify instructional materials and teaching strategies and manage a classroom with children with disabilities and their typically developing peers.

• These techniques are a primary focus of both the coursework and field study activities in Inclusive Education training programs.


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Any Questions?

• Thanks for paying special attention to this lecture

• Hopefully you will be able to utilize this information as you incorporate field study into your teacher training and Inclusive Education programs.