ERIC Number: ED429039
Record Type: Non-Journal
Publication Date: 1999-Mar-5
Reference Count: N/A
Preparing Teachers for Students with Emotional or Behavioral Disabilities in Professional Development Schools.
Belknap, Nancy; Mosca, Frank J.
This paper describes George Washington University's Teacher Preparation Programs for Children with Emotional Disturbance, which uses a Professional Development School (PDS) model to deepen understanding about the specific needs of students with emotional or behavioral disorders (EBD) and prepare outstanding classroom teachers. Goals are to improve the quality and increase the supply of well-trained teachers for students with EBD, enhance service delivery, and impact inservice professional development at partnering schools. Objectives are to provide knowledge and skills in seven areas: intra/interpersonal dynamics, child development and psychopathology, academic and psychosocial assessment, instructional programming, determinants and management of human behavior, socio-political factors contributing to the changing nature of students with EBD, and state of the art special education. The paper describes the program, offering theoretical principles and discussing implementation: required costs, internship, and supports (university faculty, research associates, training teachers, and interdisciplinary staff). The paper examines the partnership's impact on participants, discussing the program's consultant, advisory council, mentor group, summer institute, doctoral research, and newsletter and noting how several built-in mechanisms allow evaluation data to be fed back into the program. The adaptability of this model to other teacher training programs depends on support for the university, reconceptualization and reconfiguration of faculty load, expansion of promotion and tenure criteria for PDS faculty, support from PDS site administration, and resources to support the collaboration. An appendix details the program's goals and objectives. (SM)
Publication Type: Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A