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An Inclusive Vision for Teacher Education: Exploring Issues of Engagement

NYSATE/NYACTE Fall 2010 Conference

An Inclusive Vision for Teacher Education: Exploring Issues of Engagement

NYSATE/NYACTE Fall 2010 CONFERENCE Gideon Putnam Resort & Spa, Saratoga Springs, NY

Wednesday, October 20th

Pre-Conference Events

3:30-5:00 p.m.

Using TEACH Effectively Presenter: Deborah Horton, Processing Manager, Office of Teaching Initiatives, NYSED

This interactive presentation is for those who are familiar with the TEACH system as well as those who are new to its use. The presenters will discuss some of the current trends, problems and concerns they have noticed regarding use of the TEACH system by both college personnel and students (e.g., user ID and password problems, college recommendations for professional certification for students graduating from initial/professional programs, assisting students in using TEACH to update their personal data, college personnel creating accounts for students, etc.). By the end of the presentation participants will have a better understanding of how to effectively use TEACH to recommend students for their teaching and leadership certificates.

2:00-4:00 p.m.

To quote Shakespeare, "To TEAC or to NCATE, that is the question."

Presenters: Mark LaCelle-Peterson, Vice-President of TEAC Christine Givner, Dean, SUNY Fredonia

This presentation is specifically designed for RATE insitutions. This presentation will provide information regarding the TEAC and NCATE accreditation systems.

2:00-4:00 p.m.

AILACTE Convenor: Deborah Colley, Dean, Niagara University

NYSATE and NYACTE Board Meetings

NYSATE Board Meeting

4:30-6:30 p.m.

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5:00-6:30 p.m. 6:30-8:30 p.m. 6:00-9:00 p.m.

NYACTE Board Meeting NYSATE & NYACTE Boards ­ Joint Dinner Meeting Regional Task Force Liaisons and S3TAIR Project Field Facilitators ­ Dinner Meeting

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Thursday, October 21st

8:00-9:00 a.m.

Registration and Continental Breakfast

Passageway and Veranda

9:00-10:00 a.m.

General Session

Welcome, Opening Remarks Julius Gregg Adams, President, NYSATE Kate DaBoll-Lavoie, President, NYACTE

Collins Address

Dr. David Steiner, Commissioner New York State Education Department

10:00-10:15 a.m.

Refreshment Break

10:15-11:00 a.m.

Concurrent Paper Sessions

Paper 1: The Use of Fly Fusion Pentop Computers in Mathematics for Students with Emotional Disabilities Sharon Raimondi, University at Buffalo Lauren Mirabella Ormsby, Ripley School District Strand: Innovative Pedagogical Practices Students with Emotional and Behavior Disorders continue to struggle with academic subjects particularly in the area of math. This presentation designed for general and special education teachers will describe the use of Fly Fusion Pentop Computers during an inclusive integrated algebra classroom. Applications for K-16 classrooms will also be discussed.

Paper 2: From Panic to Prototype: An Examination of What it Takes to Turn Around a School in Crisis Harold J. Dean, Eastern Suffolk BOCES Thomas H. Bull, Syracuse University Job Thomas, Capital Region BOCES Jackie Czamanske, Monroe 1 BOCES

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Strand: Innovative Pedagogical Practices Validated schools within the S3TAIR Project State Personnel Development Grant that have successfully turned around their own identified crises will be detailed in this presentation. The common elements of each school's successful transition toward improved outcomes for students with disabilities in an inclusive setting will be highlighted.

Paper 3: Inside One Teacher's Perception of her Multiage Classroom: Challenges, Benefits, and Strategies Kadie L. Ertel, The College of St. Rose Christina C. Pfister, The Colege of St. Rose Strand: Innovative Pedagogical Practices This session reports the results of a small scale study that examines aspects of a multiage classroom. In particular, participants will look at: (a) the teacher's perceived challenges, (b) her perception of the benefits, and (c), strategies she finds effective in teaching to a multiage group of students. Paper 4: Shifting Values, Multiple Delivery Formats, and Diverse Voices: Teacher Education in a Culture of Entitlement Learning ­ "Fast, Cheap, and Easy!" Elaine Correa, Medaille College Strand: Innovative Pedagogical Practices This paper examines the shift in values, and learning that have become a critical component in contemporary educational discourse and culture. Pedagogical alternatives that have emerged are identified and visual media pieces are examined in response to shifting values and entitlement in learning. Paper 5: Supporting Teachers in an Alternative Certification Program: The Challenges of the First Two Years of Teaching Heather Meyer Reynolds, Empire State College/State University of New York Strand: Teacher Retention Research has demonstrated that teachers who attend alternative certification programs are more likely to teach in high need, high poverty schools than those teachers who attend traditional teacher education programs. This study will document some of the challenges reported by first and second year teachers in an alternative certification program.

Paper 6: Partnering with Special Olympics to Engage Future Teachers with Individuals with Disabilities Chandra Foote, Niagara University Bill Collins, Special Olympics New York Strand: Partnerships A faculty member from Niagara University and the Director of Training of Special

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Olympics New York will discuss their partnership in developing and delivering a course to prepare future teachers and sports management professionals to work with youth and adults with significant cognitive disabilities.

Paper 7: Co-Teaching: Behind the Scenes and Beyond the Models Jennifer R. Ashton, University of Rochester Strand: Inclusive Education This case study examines the `behind the scenes' efforts of an 8th grade co-teaching team as they negotiate the pressures of state assessments and curricular expectations. This paper provides insight into significant, yet unexplored aspects of co-teaching in order to improve the inclusive educational experience for all stakeholders.

Paper 8: Practice-Based Evidence: A New Vision for Education Research & Practice Michael Jabot, SUNY Fredonia Larry Maheady, SUNY Fredonia Strand: Assessment and Outcomes Practice-based evidence refers to data that are collected to assess the effects of evidencebased practices in real life settings. This session will describe how general education teachers at elementary and secondary levels used evidence-based practices to improve pupils' academic and behavioral performance and collected practice-based evidence to document these effects.

11:15 a.m.Noon

Roundtable and Paper Sessions

Roundtable 1: Obstacles and Opportunities in Inclusive Adolescence Teacher Education Bryan Duff, Wells College Kim Wieczorek, Cazenovia College Strand: Inclusive Education Two teacher educators in the ,conceptual stage of designing inclusive adolescence programs will facilitate a discussion on how to resolve tensions between the philosophy and practices of inclusion, on the one hand, and the norms and attractions (for teacher candidates) of secondary education, on the other.

Roundtable 2: Transforming Teacher Education: Taking Stock of our Evidence Baase, Making Recommendations for Promising Directions Political Action Initiative Subcommittee of the NYACTE Executive Board Joanne Curran, SUNY College at Oneonta Kathleen M. DaBoll-Lavoie, Nazareth College

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Christine C. Givner, SUNY Fredonia Karrie A. Jones, Tapestry High School Jennifer L. Jones, Emmet Belknap Middle School Davenport (Mike) Plumer, New York Institute of Technology Cindy Lassonde, SUNY College at Oneonta David T. Cantaffa, University at Buffalo, State University of New York Strand: Engaging Multiple Stakeholders Transformational decisions are being made. Are they being based on empirical evidence? Members of NYACTE's Political Action Initiative Subcommittee and authors of the literature reviews recently published in Excelsior will summarize findings and facilitate a conversation around how teacher education institutions and the State should move forward based on what we know about the various forms of teacher education.

Roundtable 3: Supporting Students with Disabilities: How to Engage Liberal Arts Faculty Hudson Region Task Force on Inclusion/Liberal Arts Focus Group JoAnn Looney, Nyack College Joan Black, Hudson Region Liaison Mike Kelly, Dominican College Micheline Malow, Manhattanville College Louise Schreier, Rockland Community College Leslie Soodak, Pace University Debra Tietze, Rockland Community College Roberta Wiener, Pace University Strand: Engaging Multiple Stakeholders Panel participants will discuss their respective collaborative efforts with new and existing A&S faculty, administration to educate them on the rights and needs of students with disabilities. Emphasis will be placed on faculty development models with supporting materials and collaboration with the ,Office of Special Services. Interactive format.

Roundtable 4: What's in a Name? The Creation and Evolution of an Inclusive Education Department Katrina Arndt, St. John Fisher College Wendy Gladstone-Brown, St. John Fisher College David Rostetter, St. John Fisher College Linda Schlosser, St. John Fisher College Susan Schultz, St. John Fisher College Jim Wood, , St. John Fisher College Strand: Innovative Pedagogical Practices In spring 2010, three departments (Special, Childhood, and Adolescence) merged into an Inclusive Education Department. This fall, faculty will dismantle existing course progressions and map a new curriculum, one dedicated to preparing all teachers to teach all students. This ongoing process is the topic of discussion.

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Roundtable 5: Case Study Methodology and a 12-month Teacher Preparation Program Lindsay Hu, Metropolitan College of New York Strand: Innovative Pedagogical Practices Case studies enable teacher candidates to immediately apply the theories and concepts learned in their teacher education courses. This preliminary study provides insight on candidates' ability to analyze a classroom situation and determine a course of action in the context of a 12-month full-time program in New York City.

Roundtable 6: From Pre-Service to Teacher Leader: Developing Skills and Knowledge for Leadership Kathryn Ado, Fairleigh Dickinson University Strand: Retention Participants will discuss preliminary results of a mixed-methods study describing preservice teachers' conceptualizations of teacher leadership and evidence of the skills and knowledge necessary for teacher leadership displayed by pre-service teachers. Focus will be on the development of early leadership skills as a contributing factor to teacher retention.

Roundtable 7: DepartMENT AssessMENT: Is it MEANT to be Fun? Sister Nancy Gilchriest, SSND, EdD, St. Joseph's College Maria DiCarlo, St. Joseph's College Strand: Assessment and Outcomes Assessment can be fun? It can when everyone in the department gets involved. Hear how the Education Department at St. Joseph's College has created and implemented its assessment program, and how those results have impacted the delivery of the program.

Roundtable 8: Good ... and getting better? Learning Lemov and Thoughtful Teaching through Partnerships Paul Vermette, Niagara University Gary DeBolt, Roberts Wesleyan College Beth Konkoski-Bates, Broad Run High School Strand: Partnerships Two informal and loosely coupled professional development ,organizations AND the results of their work will be presented for participant (l) analysis and (2) imitation. In one, teacher educators focus on the re-analysis of Clark's (l995) Thoughtful Teaching. In the other, secondary teachers closely examine the suggestions of Lemov's (2010) Forty-

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Nine Techniques. The effects of these two PLC-like partnerships on the Professional Development of veterans educators will be examined.

PAPER: Using Multimodal Literacies with Middle School Students Sharon Raimondi, University of Buffalo Anne Marie Perrault, Buffalo State College Strand: Innovative Pedagogical Practices New literacies have redefined the way we think about and approach literacy. This presentation will describe a multimodal project implemented in a middle school classroom with students with mild disabilities and share how multimodal literacies can be used as powerful learning tools.

12:15-1:15 p.m.

Lunch Presentation of NYSATE Distinguished Program Award And Recognition of Service

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1:30-2:15 p.m.

Concurrent Paper Sessions

Paper 1: Pre-service Teachers, Cultural Competence, and Culturally Responsive Instruction: Developing the Pedagogical Skills Needed in our Diverse Classrooms Darra Pace, Hofstra University Elfreda Blue, Hofstra University Strand: Innovative Pedagogical Practices This study investigated the extent to which student teachers demonstrate cultural competence; student teachers' self-identified cultural influences; and student teachers' self- identified sources of preparation in cultural competency. Preliminary data analysis found trends indicating a lack an appreciation of the influences of culture on pre-service teachers' thinking, values, and teaching.

Paper 2: Meaningful Connections of Teacher Education with the Field through Lesson Study Usha Kotelawala, Fordham University Strand: Innovative Pedagogical Practices Conducting lesson studies in a methods course provides a critical link between teacher education and the field. This presentation will briefly introduce the essential parts of lesson study and share research focusing on the results of conducting lesson studies in a secondary mathematics methods course.

Paper 3: Expanding Teacher Education's Role in the Evidence-Based Education Movement Michael Jabot, SUNY Fredonia Larry Maheady, SUNY Fredonia Strand: Innovative Pedagogical Practices Evidence-based practice has become the new rage in education. Federal legislation,

policy reports, and professional journals promote our need to embrace evidence-based practice. Yet, little has been written on the role(s) that teacher educators can play in the deliberation, identification, and dissemination of evidence-based practice. This session will do so and provide applied examples for general and special educators.

Paper 4: What ALL Teacher Educators Need to Know about Turnover of Special Education Teachers Beverly Rainforth, State University of New York at Binghamton

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Strand: Teacher Retention Systemic conditions, including expectations of general education teachers and school leaders, influence turnover of special education teachers. This session includes literature on turnover of special educators, results of interviews with five teachers who switched from special education to general education positions, and implications for preparing all teachers and school leaders.

Paper 5: Family Engagement and Partnerships in Teacher Preparation Helene Fallon, Parent Training Information Center, SUNY at Stonybrook John Kappenberg, New York Institute of Technology Strand: Partnerships Integrating family engagement in teacher preparation courses is fast becoming an important competitive advantage. Participants will explore evidence based practices and learn effective strategies on how to enhance the partnerships between educators and families. Current data supporting this framework will be shared and actual examples from NYS Colleges and Universities will be highlighted. Paper 6: Inclusion in New York State Teacher Preparation Programs: How are We Doing? Peter L. Kozik, Syracuse University Strand: Inclusive Education In 2009, the New York Higher Education Support Center completed a survey of IHEs in the Task Force on Quality Inclusive Schooling exploring how effectively inclusive practices were taught to teacher candidates. Results from forty IHEs, covering topics such as co-teaching and parent involvement, provide insight into inclusion in NYS. Paper 7: Planting the Seeds of Partnership: Parents as Instructors in Teacher Education Michael W. Wischnowski, St. John Fisher College Maria Cianca, St. John Fisher College Colleen Brown, The Advocacy Center Strand: Partnerships; Inclusive Education Presenters will describe a successful, innovative approach to preparing teacher candidates to work collaboratively with families of children with disabilities. The engaging, informative session will detail how a college formed a partnership with a local advocacy agency to plan, implement and evaluate this experience for teacher candidates. Paper 8: Assessing Student Learning through an Electronic Portfolio System: Lessons Learned over Five Years Kathleen M. DaBoll-Lavoie, Nazareth College Kerry Dunn, Nazareth College Deana Darling, Nazareth College Molly Keogh, Nazareth College Shanna Jamanis, Nazareth College

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Ellen Contopidis, Nazareth College Rasheeda Ahmad, Nazareth College Jean Hoyt, Nazareth College Strand: Assessment and Outcomes Five years of implementation of electronic portfolios in Inclusive Childhood Education for undergraduate and graduate students has taught us much about the pedagogy and practices involved in this endeavor. Come learn from our ,aha moments and join a discussion on the impacts of portfolio use for assessment in higher education.

2:30-3:15 p.m.

Concurrent Paper Sessions

Paper 1: A Step Toward Teacher Training Program Revision: A Faculty Self Study Brenda Dressler, Touro College Howard Weiner, Touro College Elizabeth Haller, Touro College Strand: Innovative Pedagogical Practices This session presents the process and products of a faculty self-study of performance and evidence-based activities and assignments in a graduate teacher training program's syllabi. Faculty compared or mapped their syllabi content with evidenced-based strategies from New York State Education Department Quality Indicator documents as well as program Learning Objectives. Paper 2: Quality WebQuests: Internet Tools with Educational Value Sherri Cianca, Niagara University Strand: Innovative Pedagogical Practices This session reviews an action research project that explored how this teacher educator might better facilitate pre-service and in-service teachers in their creation of WebQuests. The session will discuss the characteristics of WebQuests, the educational value of WebQuests, and how to distinguish a good WebQuest from a poor one. Paper 3: In Teachers We Trust: An Integrated Learning Community Lori V. Quigley, The Sage Colleges Kathy L. Wood, Buffalo State College Strand: Innovative Pedagogical Practices As members of faculty who have taught in an integrated learning community model around the theme of urban education, these presenters will describe the model and its impact on pre-service teachers, by highlighting content integration of culturally responsive pedagogy, service learning, racial and ethnic discrimination, overrepresentation, and issues impacting urban education. Paper 4: Moving Beyond Lecture - An Innovative, Interactive, Learner-Centered Methods Class

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Maria DiCarlo, St. Joseph's College Nancy Gilchriest, SSND, Ed.D., St. Joseph's College Strand: Innovative Pedagogical Practices In their methods class, pre-service teachers learn about pedagogical theory. However, results from student surveys indicate that time spent practicing teaching is just as important as learning theory. Using technology, methods students engage in conversations about theory outside classroom time while spending more time in the classroom practicing their skills. Paper 5: New Teacher Induction: College-based Peer Support Groups Brian Bailey, Nazareth College Strand: Teacher Retention In September 2008, six graduates of a teacher education program and their college professor started a New Teacher Support Group. The group met once per month on campus to discuss issues, solve problems and provide resources for new teachers. This presentation is an attempt to consider what new teachers encounter when they enter the classroom and explore how teacher education programs might support their graduates as they enter the profession. Paper 6: The Power of Partnerships: Instilling the Value of Many Hands Helping in the Classroom and How to Manage All Those Hands Jane F. Scura, Medaille College Strand: Partnerships This paper session presents the value of partnerships by examining a successful school partnership and the impact on student literacy. Types of engagement, teacher and tutor roles and perspectives of all stakeholders will be presented. Suggestions for training preservice teachers on utilizing classroom volunteers will also be offered. Paper 7: Comparisons of Inclusive Education in the United States, China, and Korea Jie Zhang, The College at Brockport, State University of New York Eun-Joo Kim, The College at Brockport, State University of New York Strand: Inclusive Education Comparisons of inclusive education in the United States, China, and Korea Cultural, social, political, and economic conditions at different historical periods have all influenced the development of inclusive education in the United States, China and Korea. The purpose of this presentation is to compare perspectives of inclusive education in these countries. Paper 8: Identifying and Describing the Best Practices for Implementing CoTeaching in a General Education Setting through Research and Case Study Katherine Moore, St. John Fisher College Strand: Inclusive Education The paper identifies the purpose and useful practices for implementing co-taught classroom environments for students with special needs and students in general

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education. With growing demands on teachers, the research identifies effective ways to implement partnerships in the classroom. The paper includes a case study where a local school was observed to identify the effective ways to implement co-teaching, by both observing the classrooms and speaking with teachers and administration.

2:30-3:15 p.m.

Poster Sessions

Poster 1: The Effect of Instructor Self-Disclosure on Preservice Teachers' Knowledge and Dispositions Laura A. Geraci, SUNY Fredonia Barbara Mallette, SUNY Fredonia Strand: Innovative Pedagogical Practices This poster will depict a study that examined the effect of instructor self-disclosure on preservice teacher content knowledge and preservice teacher professional dispositions. Subjects included undergraduate students enrolled in general education and inclusive education programs. The investigation utilized multiple opportunities of instructor selfdisclosure on her experiences with typical and atypical child development.

Poster 2: Maximizing K-12 and Community Partnerships to Share Best Inclusive Practices Cathy E. Freytag, Houghton College Marie Cianca, St. John Fisher College Ann Monroe-Baillargeon, Alfred University Strand: Inclusive Education The Midwest Region of the HESC Task Force on Quality Inclusive Schooling shares their monograph, Duets and Dialogue: Voices on Inclusive Practices in Our Schools. Discussion will include collaborative processes that resulted in this publication and the vision for how this resource can advance inclusive practices across the state.

Poster 3: Project RAISE-UP: Raising the Bar through Curriculum Enhancements Kathleen Magiera, SUNY Fredonia Rhea Simmons, SUNY Fredonia Christine Givner, SUNY Fredonia Strand: Inclusive Education This federally funded grant is in its second year of enhancement for SUNY Fredonia's merged special education and general education undergraduate teacher preparation program. The focus of the project has been to apply Dr. Daniel Reschly's research on Innovation Configuration to faculty syllabi for a review of inclusive practices.

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3:30-4:15 p.m.

Concurrent Paper Sessions

Paper 1: Literacy Instruction Orientation and Practices, and Self-Efficacy in Teachers Jelia Domingo, Empire State College ­ MAT Program Strand: Engaging Multiple Stakeholders This study investigated the self-efficacy of K-2 teachers as it pertained to literacy instruction. Teachers' literacy instruction orientations were examined in the context of school wide literacy instruction mandates. Teachers' classroom practices were also examined to discover levels of conformity to mandates and how these may influence feelings of self-efficacy.

Paper 2: Using YouTube to Extend Microteaching Sessions and to Enhance Instructor Assessment of Pre-Service Teacher Practice Eileen O'Connor, Empire State College/State University of New York Strand: Innovative Pedagogical Practices Within an online course, science pre-service teachers self-videotaping and private YouTube postings of microteaching sessions allowed for greater practice with lesson preparation and delivery and provided richer assessment evidence for the instructor. However, new instruction, modeling, and assessment approaches will be needed to fully use this powerful performance-assessment technique. Paper 3: Reducing Resistance using Online Instruction for Improving Cultural Competence among Pre-Service and In-Service Teachers Diantha Watts, State University of New York at Geneseo Strand: Innovative Pedagogical Practices This presentation will share observations, insights, suggestions and lessons learned from a dynamic online course entitled: Cultural Competence: Building Racial and Cultural Harmony in the Classroom. The on-line nature of this course provided an opportunity for teachers (in-service and pre-service) to express opinions and share insights that may not have been shared in a face to face format. The presenter will share anecdotal observations from students, course feedback as well as materials used in the course which resulted in a community of learners who were able to demonstrate growth in awareness and skills related to cultural competence.

Paper 4: Raising the Success Rate of Foreign Language Learners with Special Needs Susan Schultz, St. John Fisher College Adrienne Steflike, Dansville Central Schools Wendy Gladstone ­Brown, St. John Fisher College Strand: Innovative Pedagogical Practices

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When it comes to learning a foreign language, all students start in the same place. Subsequently, foreign language can be seen as the great ,equalizer. This presentation demonstrates engaging strategies and tools to motivate all learners in a safe classroom environment through the framework of differentiated instruction and multiple intelligences. Paper 5: Blogging as a Literacy Coaching Tool in Preservice Inclusive Teacher Education Kathleen Magiera, SUNY Fredonia Jennifer Moon Ro, SUNY Fredonia Rhea Simmons, SUNY Fredonia Kathleen Gradel, SUNY Fredonia The session will report on an instructional model and pilot study that uses blogging as a literacy coaching tool in an inclusive preservice certification program. Graduate literacy students serve as mentors for undergraduate students who deliver literacy tutoring to primary-grade students. Initial data and model components will be featured. Paper 6: Inclusive Partnerships: University and High School Students Teaching Each Other Sandra S. Abrams, St. John's University Joseph O'Brien, Global Studies High School This paper focuses on the partnership between a Staten Island public high school and its neighboring university, detailing the elements of collaboration that included pre-service educators in the vision for engaging students and promoting meaningful learning. Such an inclusive approach nurtured authentic and reciprocal teaching and learning experiences. Paper 7: Perceptions from the Field: Teacher Candidates' Views of Independent Fieldwork and Faculty Supervised Course Embedded Fieldwork Reva Cowan, Mount Saint Mary College Dee Berlinghoff, Mount Saint Mary College Teri R. Hall, Mount Saint Mary College Undergraduate and graduate teacher candidates' perceptions of fieldwork in response to open-ended questions about field experiences will be reviewed in this presentation. Data for this presentation were reviewed and analyzed to view any trends in differences between independent and faculty-supervised fieldwork. These data will be compared to results from a previous study analyzing faculty-supervised course embedded fieldwork in special education and literacy courses in terms of candidates' perceptions of pre-student teaching field experiences. Reva and Dee are members of the New York Higher Education Task Force on Inclusion. This presentation will describe how fieldwork experiences can contribute to the knowledge, skills, and dispositions that promote inclusive education. Paper 8: Bringing Fragile Learners Back to Inclusive Settings: Progress Report on the New Westbrook School as a Model for Community Integration

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John Kappenberg, New York Institute of Technology Catherine Faith Kappenberg, Adelphi University This presentation will introduce what will become New York's first community-based therapeutic residential school for students with high functioning autism and related learning and emotional problems. The school will reclaim out-of-state placements by returning them to New York, incorporating community experiences early on, and bringing schools and neighborhoods closer together.

Thursday Evening Schedule

4:30-5:00 p.m. Business Meeting for NYSATE The semi-annual meeting of the New York State Association of Teacher Educators. Open to all conference participants. Business Meeting for NYACTE The semi-annual meeting of the New York Association of Colleges for Teacher Education. Open to all conference participants. Cocktail Reception (Open Bar & Appetizers)

4:30-5:00 p.m.

5:30-6:30 p.m.

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Thursday Dinner Presentation

6:30-8:30 p.m.

Dinner

Award Presentations

Presentation of Charles Mackey Award

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. The annual award, initiated in October 2002, is named in honor of Dr. Charles C. Mackey, Jr., Executive Coordinator of the Office of Teaching Initiatives in the New York State Department of Education. Dr. Mackey's tireless efforts on behalf of teacher educators and teacher practice have made lasting positive changes in education in New York State, the North-east Region and nationally. He was a science teacher in Rhode Island from 1957 to 1966, The Division Chief for Teacher Education in Rhode Island Department of Education from 1963 to 1966. He moved to New York State in 1966 and since then has been the head of teacher education initiatives in the Department of Education's Division of Teacher Education and Certification. During his career he also served in numerous leadership roles in NASDTEC and other interstate and national teacher education organizations. Presentation of Award: Joanne Curran and Kate DaBoll-Lavoie

Presentation of 2010 New York State Teacher of the Year Award

The State Teacher of the Year Program is sponsored by the New York State United Teachers (NYSUT), the New York State Congress of Parents and Teachers (NYSPTA); the New York State Association for School Curriculum Development (NYSASCD); ING Financial Services, Inc.; the SMARTer Kids Foundation; SMART Technologies; and the Council of Chief State School Officers (CCSSO). The program is run in conjunction with the National Teacher of the Year Program, sponsored by CCSSO. The purpose of the program is to recognize and celebrate outstanding teachers throughout New York State. Any exceptionally skilled and dedicated teacher, appropriately credentialed within his or her current teaching area, who works directly with children in a State-approved public or private school in any grade from pre-kindergarten through grade twelve who has a minimum of five years teaching experience is eligible. Introduction to Speakers: Julius Gregg Adams and Jerry Rivera-Wilson Kate DaBoll-Lavoie and Lois Fisch

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Friday, October 22nd

8:00-9:15 a.m. 8:30-10:00 a.m. Conference Registration and Continental Breakfast

Passageway & Veranda

General Session

Introductory Remarks: Jerry Mager and Peter Kosik, Syracuse University

Teaching All Students! All Aboard for the TFQIS!

Since 2002, the New York State Task Force for Quality Inclusive Schooling has largely conducted its work to provide equal access to the general educaton curriculum in schools for all students through a local infrastructure based in 7 regions around the State. In addition to State-wide meetings, the 73 TF IHEs are represented by faculty at 4 to 7 regional meetings a year focused on planning and implementing quality inclusive teacher preparation programs and on partnering with high needs schools for the success of all students. During and after breakfast, the 7 TF regions will be meeting to discuss upcoming initiatives for the academic year, developing plans for regional activites, and welcoming all conference attendees.

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10:15-11:00 a.m. Paper 1: Yes We Can!

Paper Sessions

Penny Prince, Lehman College, City University of New York Strand: Innovative Pedagogical Practices A professor employs interactive techniques to involve her students in every aspect of music history/theory courses. Rather than lecturing students on form, students create their own examples as they experiment with ABA, fugues, and themes and variations, and present them to their peers using a wide array of arts strategies.

Paper 2: Engaging Learners Using Streaming Video Jeanne Clidas, Roberts Wesleyan College Strand: Innovative Pedagogical Practices Using streaming video as a teaching tool brings students' out-of-school experiences into the classroom. Videos are engaging because they are a fast, active way to learn new information. This presentation shows how streaming video can be used to connect content and skills in ways that engage students in learning activities.

Paper 3: Inclusive Education: Not a Place, Not a Service, Not Just Disability Celia Oyler, Teachers College, Columbia University Sarah Schlessinger, Teachers College, Columbia University Strand: Inclusive Education We present the concept of inclusive education as a continuous action, questioning and re-examining who is at the center and who is at the margins of educational practices, and why, with a specific focus given to the separate but fundamentally similar foundations of critical race and disability rights theory.

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Paper 4: Teacher Knowledge about Attention Deficit Hyperactivity Disorder (ADHD) Maria K. Tobin, St. John Fisher College Strand: Inclusive Education This paper examines the correlation between teacher's knowledge and misperceptions of Attention Deficit Hyperactivy Disorder within subcategories of diagnostics across gender. Reviewing educator misperception and its link to the prevalence of diagnostic discrepancies within gender, the current paper focuses on the affect of teacher misperception on education, its pertinence when considering gaps in identification, and its subsequent affect on inclusive education within modern educational arenas.

Paper 5: Supporting Inclusion and Transition Programs of Secondary Students with Mild Disabilities using Strategy Tools Kevin J. Miller, Buffalo State College Strand: Inclusive Education Shares findings from a national research study investigating StrategyTools as an assistive technology to improve academic and behavioral performances of 9 th and 12th grade students with mild disabilities. Includes description of StrategyTools, implementation procedures, findings, and how teacher educators can access the free software to incorporate in teacher training programs.

Paper 6: The Policy and Structural Factors that Challenge Teacher Preparation in New York State: Do Really Want Inclusive Practices? David Rostetter, St. John Fisher College The extent to which students with disabilities are educated with their nondisabled peers is directly related to Academic progress and social/emotional development. This presentation examines NYSED policy supporting segregated environments and provides specific recommendations for personnel preparation given existing policies and practices that support isolation and non-achievement. 10:15-11:00 a.m.

Poster Sessions

Poster 1: When You Want the Whole Story, Get Some Good Graphics: Using Boxplots to Monitor Assessment Brian D. Beitzel, SUNY Oneonta Strand: Assessments and Outcomes The data from many higher-education assessments are not normally distributed, and thus neither the typical metrics (mean and standard deviation) nor the typical graphics (bar graphs) are suitable ways of describing or understanding these data. Boxplots offer a better approach to understanding student performance on such assessments.

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Poster 2: Assessment of Preservice Teachers' Mathematical Content Knowledge via Visual Representation Connie Feltdt-Golden, SUNY College at Oneonta Penina Kamina, SUNY College at Oneonta Ray Siegrist, SUNY College at Oneonta Strand: Innovative Pedagogical Practices The poster displays preservice teachers' beliefs about teaching and learning of mathematics as evidenced in their visual snapshots and captions. Data were, collected using a questionnaire, survey and a snapshot task. The student-driven originality and creativity highlighted by the task provides an authentic window of insight at every of level cognition as to how individuals perceive mathematics. Poster 3: Pedagogical Media to Enhance Student Engagement Sister Nancy Gilchriest, SSND, EdD, St. Joseph's College Sister Elizabeth Pearson, IHM, PhD, St. Joseph's College Strand: Innovative Pedagogical Practices This session will address the importance of using popular media to enhance student learning. The presenters would demonstrate a variety of media sources that have been integrated in teacher preparation courses. After examples from the instructors and the students, the presenters would engage the viewers in a conversation to consider media possibilities for their classes. Poster 4: The Impact of Parent Perceptions on Preservice Teacher Candidates Laura M. Geraci, SUNY Fredonia Strand: Partnerships This presentation will share the results of a study that investigated parent perception of educational programming of their child with a disability. Generalization of the interview results to other teacher preparation programs and preservice teacher knowledge and professional dispositions will also be highlighted.

11:15 a.m.Noon

Roundtable Sessions

Roundtable 1: Co-Teaching in the University Setting: A Perspective for Teacher Education Paul Vermette, Niagara University Karrie A. Jones, Tapestry High School Jennifer L. Jones, Emmet Belknap Middle School Frank Pickus, Gloversville Enlarged School District Ted Werner, Niagara University Strand: Innovative Pedagogical Practices A teacher educator, two practicing teachers, a university supervisor and district administrator share insights into co-teaching in higher education. This roundtable provides detail into the co-teaching model used in the Methods of Secondary Education

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course and its impact on pre-service teacher preparation.

Roundtable 2: Including Small Liberal Arts College in the Inclusion Conversation Bryan Duff, Wells College Daniel Speciale, Wells College Strand: Innovative Pedagogical Practices A teacher educator and a recent graduate from a small liberal arts college will facilitate a discussion focusing first on the challenges such schools face in preparing graduates for inclusion and then on potential inclusion-promoting innovations in curriculum and pedagogy for which small liberal arts environments might be especially conducive.

Roundtable 3: Strategies to Promote Inclusive Practices and RTI Principles with Preservice and Inservice Teachers within Classroom Settings Hudson Region Higher Ed Task Force on Inclusion Joan M. Black, Hudson Region Higher Education Task Force on Inclusion Diane Quandt, College of New Rochelle Ruth Zealand, College of New Rochelle Marlene Zakierski, Iona College Alice Siegel, College of New Rochelle Stephanie Squires, College of New Rochelle Angela Brille, Midland Elementary School Strand: Innovative Pedagogical Practices Teams of faculty of the Hudson Region Task Force on Inclusion have embarked on three projects to promote inclusive practices in the schools. The projects involve a classroombased RTI assignment for undergraduates, weekly staff development on strategies for differentiation in a high needs school, and working with graduate students in a schoolbased summer program to promote inclusion and co-teaching strategies. Highlights of these projects and the results that they produced will be shared.

Roundtable 4: Fostering and Assessing Professional Dispositions in Teacher Candidates: Continuing the Conversation Cathy E. Freytag, Houghton College Elaine Correa, Medaille College Patrice W. Hallock, Utica College Deana Darling, Nazareth College Kerry Dunn, Nazareth College Strand: Assessment and Outcomes In this session, colleagues from IHEs across the state will share the challenges, successes and roadblocks they have encountered as they seek to foster and assess professional

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dispositions in their teacher candidates Roundtable 5: A University-Secondary School Partnership: Success through Collaboration Andrew J. Ferdinandi, St. John's University Mary Ellen Freeley, St. John's University Paul J. Pedota, St. John's University Strand: Partnerships This presentation will describe collaboration between a university and an urban high school in the areas of curriculum, administration and school counseling. It will include a discussion of strategies utilized to promote positive changes in the delivery of instruction and counseling services that resulted in improved student learning and improved student self-image as well as faculty professional growth.

Roundtable 6: School-University Partnerships: The Goshen Intermediate School and New Paltz Experience Martha Bogart, Goshen Central School District Thais B.P. DaCunha, State University of New York at New Paltz Mary Ann Knight, Goshen Intermediate School Strand: Partnerships In spring, 2010, eighteen teacher candidates attended their science methods class and completed their field experience hours in Goshen Intermediate School. The school recruited ten cooperating teachers who observed and assisted these candidates in their first teaching experience. The instructor, cooperating teachers, and teacher candidates participated in four study group meetings to share their experiences. Roundtable 7: NYSATE Distinguished Program Award Recipients

12:15-1:30 p.m.

Lunch & General Session

Update from New York State Department of Education Joseph Frey, Associate Commissioner, Office of Higher Education, New York State Dept. of Education Introduction to Speaker: Kate DaBoll-Lavoie and Julius Gregg Adams

1:30-2:30 p.m.

General Session

Update on New York State Teacher and Leader Performance Assessments Introduction to Speaker:

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