`INSIDE FRONT COVER (REMOVE Call for Reviewers heading and paragraph that we usually put in on top of this page.)
Excelsior: Leadership in Teaching and Learning is published by
the New York Association of Colleges for Teacher Education (NYACTE).
ã 2010 New York Association of Colleges for Teacher Education Copyright Notice
The New York Association of Colleges for Teacher Education owns the copyright of this publication. Permission to photocopy is granted for classroom use only. Written permission must be obtained from NYACTE for other uses. Address permission inquiries to the Editor.
Excelsior: Leadership in Teaching and Learning is issued bi-annually as a service to members of the New York Association of Colleges for Teacher Education. The subscription price is included in the association’s annual dues. Extra copies may be purchased for $15 per copy. Send orders along with a complete mailing address and a check made payable to “NYACTE.” Institutional subscriptions to the journal are available. Contact the editor for the current rate. Send orders to the Editor.
Editor’s address:
Cynthia A. Lassonde
Editor, Excelsior
SUNY College at Oneonta
501 Fitzelle Hall
Oneonta, NY 13820
Cover design by
Eileen Cunningham, Ian Lascell, and Ricmar—The Design and Print Shop
Page layout, design, and printing by
Ricmar—The Design and Print Shop, 101 Edson Street, Amsterdam, New York
Excelsior
Leadership in Teaching and Learning
Volume 5, Number 1 Fall/Winter 2010
Message from the President by Kate DaBoll-Lavoie
Page X
Notes from the Editor by Cindy Lassonde
Page X
Notes from the Guest Associate Co-editors by Patrice Hallock and Alicja Rieger
Page X
Update from the New York State Education Department
On the Horizon
Joseph P. Frey
Page 1
Featured Articles on Teacher Preparation for Special Education and Inclusion
You Really Have to Specify What You’re Talking about When You Say “Co-teaching”:
Student Teachers in “Co-taught” Classrooms
Susan Hildenbrand
Collaboration for Inclusion: Authentic Experiences in Teacher Preparation
Marie Cianca, Michael Wischnowski, Susan Hildenbrand, and Daniel Kelly
Featured Articles on Collaboration
Action Research Empowering Teacher Development:
Connecting Teacher Reflection, Teaching Effectiveness, and Program Change
Cynthia J. Benton, Susan K. Stratton, and Karen Stearns
Page XX
A Regional Survey of Teacher Leadership: A Catalyst for Re-examining Leadership Preparation
Kathleen Dickinson Rockwood, Debra J. Thomas, Ernest J. Piermarini, and Ronald D. Valenti
Page XX
The Impact of Professional Development School Self-Studies
at Two Urban Elementary Partnerships
Alexandria Lawrence Ross, Nancy Dubetz, Cecilia M. Espinosa, Scott Wolfson, Damaris Ramirez-Bello, and Pashka Vulaj
Page XX
Sharing Perspectives
Numbers Can Be Hazardous to Your Health:
Using Boxplots to Monitor Collaborative Assessment Data
Brian D. Beitzel
Page XX
Public Exhibition of Understanding: A Perspective for Teacher Education
Paul J. Vermette, Karrie A. Jones, Jennifer L. Jones, and Donna Kester-Phillips
Page XX
Nota Bene
What Members of the NYACTE Executive Board Are Reading
Craig Hill and Joanne M. Curran
Page XX
What Professors at Lehman College, City University of New York, Are Reading
Abigail McNamee, Penny Prince, Andrea Zakin, Cecilia M. Espinosa, Marta A. Ghezzo, and Ralph William Boone
Page XX
Book Review of The Edutainer
Reviewed by Penina A. Kamina
Page XX
Book Review of In the Public Eye
Reviewed by Kjersti VanSlyke-Briggs and Carol Dean
Page XX
Call for Manuscripts
Page XX
NYACTE Executive Board 2010
President Vice President/President Elect
Kate DaBoll-Lavoie
Nazareth College
Past President Secretary
Lois Fisch Craig Hill
Utica College Nazareth College
Treasurer
Annjanet Woodburn
Pace University
Board of Directors
Joanne M. Curran Nancy Low-Hogan
SUNY College at Oneonta Long Island University
Christine Givner Jerrold Ross
SUNY Fredonia St. John’s University
Mark LaCelle-Peterson Paul Vermette
Houghton College Niagara University
Journal Editor Webmaster
Cynthia A. Lassonde Ed Teall
SUNY College at Oneonta Mount Saint Mary College
National Editorial Board
Dominic Belmonte, Golden Apple Foundation Helene Napolitano, Marymount Manhattan
Mary E. Diez, Alverno College College, Emeritus
Laura Dorow, Utica College Robert J. Nistler, University of St. Thomas
Joanne Kilgour Dowdy, Kent State University Susan Polirstok, Kean University
Lois Fisch, Utica College Sandra Stacki, Hofstra University
Althier M. Lazar, St. Joseph’s University Robert J. Starratt, Boston College
Carol Merz-Frankel, University of Puget Sound
Editorial Review Board
Evelyn Barese, Mount Saint Mary College
Amy E. Barnhill, SUNY College at Brockport
Brian D. Beitzel, SUNY College at Oneonta
Dee Berlinghoff, Mount Saint Mary College
Christine C. Bond, Valdosta State University
Fred J. Brandt, Lesley University
Kathleen M. Brown, Niagara University
Diane Casale-Giannola, Rider University
Melissa Jarvis Cedeno, Brighter Choice Charter School
Cynthia C. Choi, Le Moyne College
Carolyn F. Chryst, SUNY College at Oneonta
Joanne M. Curran, SUNY College at Oneonta
Margo DelliCarpini, Lehman College, CUNY
Janet R. DeSimone, Lehman College, CUNY
Gina M. Doepker, Valdosta State University
Bernadette Donovan, Molloy College
Patricia A. Dunn, Stony Brook
Brian Evans, Pace University
Joanne M. Falinski, Editorial Consultant
Minaz B. Fazal, New York Institute of Technology
JoAnne Ferrara, Manhattanville College
Cathy E. Freytag, Houghton College
Barbara Garii, SUNY College at Oswego
Tracy Garrett, Lander University
Vicky Giouroukakis, Molloy College
Linda Schwartz Green, Centenary College
Amy Steffens Griffith, University of Wisconsin,
Whitewater
Wendy Hacke, National Hispanic University
Jean Hallagan, SUNY College at Oswego
Patrice W. Hallock, Utica College
Don Halquist, SUNY College at Brockport
Inez A. Heath, Valdosta State University
Charles F. Howlett, Molloy College
John H. Hummel, Valdosta State University
Barbara Ann Iannarelli, Niagara University
Roberto Joseph, Hofstra University
Laurence Krute, Manhattanville College
Diane E. Lang, Manhattanville College
Jennifer Lauria, Wagner College
Elaine Lawrence, SUNY College at Oneonta
Anita C. Levine, Kent State University, Stark
Kenneth Lindblom, Stony Brook University
New York State Association of Teacher Education,
New York Association of Colleges
for Teacher Education,
and
Task Force
invite you to participate in this year’s annual conference.
NYSATE & NYACTE Annual Conference.
Please note thatthiswillbe the ONE AND ONLY
NYSATE/NYACTE conference for the 2010-2011 academic year.
There will be NO Spring 2011 conference.
Our Theme is
XXXXXXXXX
October 21-22, 2010
Preconference Event
October 20, 2010
Gideon Putnam Resort and Spa
Saratoga Springs, NY
(www.gideonputnam.com)
Visit www.NYACTE.org and www.NYS-ATE.org
for more information.
Call for Nominations for NYACTE’s Annual
CHARLES C. MACKEY, JR.
EXCELLENCE IN SERVICE LEADERSHIP AWARD
Complete nominations must be postmarked by July 1, 2011.
The Charles C. Mackey, Jr. Excellence in Service Leadership Award honors an educator in New York State who has demonstrated personal and professional qualities that exemplify the highest standards of service leadership in teacher education. An excellent servant leader is one who through personal knowledge, wisdom, ethical practice, and courage models effective practice and thus enables others to reach individual, institutional, and communal goals.
The Charles C. Mackey, Jr. Excellence in Service Leadership Award recognizes an individual who represents Teacher Education in his/her respective institution of higher education in New York State. The individual exemplifies service leadership within his/her institutional setting and within the broader New York professional community through engagement, initiative and personal qualities that reflect relevant High Standards for Teacher Education Accountability as defined by the American Association of Colleges of Teacher Education:
- Serve first and foremost as an advocate for P-12 students, especially for promoting the growth and development of all students;
- Promote diversity in teacher education faculty, preservice teachers, curriculum, and programs;
- Be accountable to prospective teachers for their preparation to meet state licensure expectations (including knowledge of subject matter and of the students to whom those subjects are taught);
- Be informed by the best practice and most current research on teaching and learning theory and practice, including the commitment to active scholarship by teacher education faculty;
- Operate in collaboration with professional agencies responsible for quality assurance in the teaching profession.
Past recipients of the award:
Charles C. Mackey, Jr., Doris T. Garner,
James Shuman, Linda Beimer,
Jan McDonald, Suzanne Miller, Joseph Frye,
and Sister Miriam Honora Corr
For more information on requirements and to access the
nomination form, go to www.NYACTE.org
or contact Joanne Curran at .
Message from the President
Leave a full page for this.
Kate DaBoll-Lavoie
President, NYACTE
Nazareth College
Notes from the Editor
Excelsior always tries to stay on top of the needs and interests of NYACTE’s members and its readers across the nation. Therefore, we offer a special section in this issue—featured articles on Teacher Preparation for Special Education and Inclusion. This section is the result of the work of our guest associate co-editors, Patrice Hallock and Alicja Rieger.
Patrice and Alicja contacted me over a year ago with the idea of doing a themed issue related to special education. They also offered to help with the issue based on their expertise and experience in the field. With approval of their application by our National Editorial Board, they took on the role of guest associate co-editors and helped solicit manuscripts and reviewers. They did a wonderful job managing the editorial production of the resultant featured articles in this issue. It has been a pleasure to work with them, and I am proud of the results of their efforts. Read their Notes on the following pages to hear about the featured articles.
Otherwise, in this issue readers will want to catch up on what is going on in the State Education Department by reading Joseph Frey’s informative update. We thank the Deputy Commissioner of the Office of Higher Education for his continued recognition of the importance of keeping in touch with our membership through his invited semi-annual articles.
The remainder of the articles in this issue represents a sequel to our collaboration theme, which began in Volume 4, Issue 2. As you remember—because I know you are all avid readers of my Notes from the Editor in each issue—there were so many top-quality submissions and accepted manuscripts on this theme, we decided to run a second issue on the theme of collaboration. This issue offers more reports of research, self-study, and perspectives from teacher educators on various aspects of collaboration.
First, Benton, Stratton, and Stearns look at the effects of action research on teachers’ professional development, application to classroom instruction, and collaborative and reflective practice. Then, Rockwood, Thomas, Piermarini, and Valenti share the results of their exploratory study, which emerged from the work of a regional prekindergarten-18 leadership preparation consortium based in the Lower Hudson Region of New York State. Next, Ross, Dubetz, Espinosa, Wolfson, Ramirez-Bello, and Vulaj describe two urban elementary PDS self-studies utilizing the NCATE PDS self-assessment structure; and Beitzel shares how to construct and interpret boxplots to aid the collaborative process of monitoring the outcomes of assessments that are key indicators of program quality. The last article on collaboration comes from Vermette, Jones, Jones, and Kester-Phillips. These colleagues tell how Niagara University’s model for public exhibitions of understanding has helped their preservice teachers’ development. Finally, we offer several what-are-you-reading snapshot reviews from our NYACTE Executive Board and from the professors at Lehman College, CUNY, followed by book reviews from Kamina, VanSlyke-Briggs, and Dean.
Don’t miss the Call for Manuscripts at the end of this issue. We’re looking for manuscripts related to instructional technology in teacher education for a themed issue. Check the deadline dates for submissions.
In closing, as always—but I can never say it enough—thanks to our readers, authors, reviewers, this issue’s guest associate co-editors, the NYACTE Executive Board, and the journal’s National Editorial Board for their continued support. Furthermore, I would like to acknowledge Paul Vermette who initiated the idea of offering a themed issue on collaboration. This journal is a true example of a collaborative effort.
Cindy Lassonde
Editor
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Emphasis on Special Education and Inclusion within Teacher Preparation for All Students:
Notes from the Guest Associate Co-editors
At the April 2010 Convention and Expo for the Council for Exceptional Children (CEC), U.S. Secretary of Education Arne Duncan addressed the 6,000+ participants with a plea that students with disabilities be included in all aspects of their educational experience. Although it has been 35 years since the 1975 passage of Public Law 94-142 (Education of All Handicapped Children Act), we continue to work at including students with disabilities in their education at the same rate as their peers without disabilities. We believe that some of the responsibility for this lies with teacher education programs: To what extent are teacher education programs preparing our future teachers for all students? Although students with disabilities may receive special education services, there is an assumption that students will receive their education in the general education classroom. Therefore, when it comes to teacher preparation, we have an obligation to prepare general classroom teachers for special education and inclusion, even as “individualized instruction” remains the primary domain of special educators. Moreover, with education reform and the expectation that general classroom teachers will hold a greater diversity of students to a higher educational standard, our teachers today need more than ever to be prepared for the full range of student ability and experience. To this end, we approached Editor Cindy Lassonde and the National Editorial Board of Excelsior about placing a special emphasis on preparing teachers for special education and inclusion as part of the “forum for research-based discourse to inform the preparation and professional development of educators.”
We are grateful that this issue of Excelsior brings two articles to that forum that address our goals. First, Hildenbrand’s “You Really Have to Specify What You’re Talking about When You Say “Co-teaching” brings to light the continued differences that teachers and teacher educators may have when referring to co-teaching. Second, “Collaboration for Inclusion: Authentic Experiences in Teacher Preparation” by Cianca, Wischnowski, Hildenbrand, and Kelly describes one college’s attempt to explicitly teach collaboration skills to preservice teachers and strengthen teacher-family collaboration.
As guest associate co-editors, we would first like to thank Cindy Lassonde for being open to our idea to put a special emphasis on preparing teachers for special education and inclusion and to guide us in our other purpose, which was to learn more about the editing process. She has been the consummate teacher: patient and attentive, while giving us enough freedom to make mistakes and providing us with enough guidance to help us learn from them. We thank you, Cindy, for your editorial leadership and kind support. We are grateful for all we have learned while working with you!