TASH/CEC Dialogue on Teacher Preparation Standards: What's Next for Severe Disabilities?
Richard Mainzer
CEC Headquarters
Diane Ryndak
University of Florida
Lewis Jackson
University of Northern Colorado
Fred Spooner
UNC Charlotte
What we need from teacher
performance standards
Recognition of changing practices in our field
Recognition of growing concern for ethics of practice that relate to what is done with students
Emphasis on shared responsibility (general and special education)
Focus on results for students, defined in terms of access, less restrictive placements, and relationships, and not just as learning
What we need from teacher
performance standards (continued)
Focus more on upper end of the "continuum" and less on the more restrictive practices
Eliminate standards that support unacceptable practices
Recognition of increased supervisory roles of teachers and reductions in actual direct instruction
Empowering teachers as professionals
Where do we go from
here?
More outcome-based research, in which "outcomes" include movement along the continuum
Sorting out what is being done versus what should be done
Linking standards with literature, and including "rubrics of effectiveness"
Where do we go from
here? (continued)
Creating complimentary roles between general and special education
National organizations working together