| In a 90 minute Roundtable session, the first
rotation uses the first 45 minutes and the second rotation uses the last 45 minutes.
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| Roundtable Rotation I:
Preparing Teacher Candidates for Parent Partnerships: An Evaluation of a Preservice Course in Teacher Education |
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Roundtable Presentation 788 to be held in MISSION A on Saturday, Nov 13, 10:55 AM to 12:25 PM
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Sponsored by the Special Needs Populations TIG
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| Presenter(s):
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| Michael Wischnowski, St John Fisher College, mwischnowski@sjfc.edu
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| Marie Cianca, S John Fisher College, mcianca@sjfc.edu
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| Susan Hildenbrand, St John Fisher College, shildenbrand@sjfc.edu
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| Daniel Kelly, St John Fisher College, dkelly@sjfc.edu
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| Abstract:
This session will describe an evaluation of a partnership between an undergraduate teacher education program and a not-for-profit advocacy organization for people with disabilities. The partnership’s purpose is to prepare future teachers to work collaboratively with parents of children with disabilities. Parents, trained in public speaking and advocacy strategies, become an integral part of an undergraduate course with the theme of educational collaborations—parent collaboration being a centerpiece. Teacher education faculty work with these trained parents to assist teacher candidates with a) parent communication etiquette; b) critical analysis of parent and teacher roles in education; c) research skills to address parent concerns; and d) establishing collaboration between both parties to improve student outcomes. A logic model was developed to describe the resources and intentions of the partnership. Roundtable facilitators will share the results of the partnership evaluation, including perspectives and outcomes of teacher candidates, parent participants, and faculty.
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| Roundtable Rotation II:
Quality Evaluations for Educational Programs: Mixed Methods Adds Value Beyond Proficiency Testing Results |
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Roundtable Presentation 788 to be held in MISSION A on Saturday, Nov 13, 10:55 AM to 12:25 PM
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Sponsored by the Special Needs Populations TIG
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| Presenter(s):
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| Paula Plonski, Praxis Research Inc, pplonski@windstream.net
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| Abstract:
The environment of No Child Left Behind and its emphasis on testing have influenced educational evaluations even for those programs not specifically targeted at improving annual yearly progress. This evaluation involved three southern elementary schools where most of the teachers and administrators participated in a program called Schools Attuned. The All Kinds of Minds Institute’s Schools Attuned program seeks to positively impact students, parents, teachers, school practices and school culture by engaging teachers in professional development involving the understanding of neurodevelopmental constructs and practical classroom application. In addition to the collection and analysis of Measures of Academic Progress (MAP) student scores, the evaluation plan included classroom observations, teacher surveys, administrator interviews, and focus groups with teachers, parents, and students. Utilizing this mixed methods design, the qualitative component complemented and informed the quantitative analysis to provide insight on how differing levels of school-wide implementation impacts outcomes.
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