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Over the course of this study, high achieving students were high achieving pre-service
teachers and they consistently performed at a higher level than mid-level and lower achieving peers.
Interestingly, high achieving students plateaued and appeared ready for student teaching at least one
semester earlier than lower achieving peers. When resources are limited, a differentiated instruction
model may need to be employed. Lower achievers improved throughout the program, except in
Block IV. They did not reach the levels of their high achieving colleagues, but they reached a high
performing level. Most importantly, none of these students struggled during student teaching, with
all 31 identified as program completers.
ITEP used an observation schedule that intensified as pre-service teachers moved between
blocks. There was one formal observation and two informal observations in Block II, but three
formal observations and one informal observation in Block IV. Because students met program
expectations, the structure of the schedule may need to be reconsidered. For example, for lower
achieving pre-service teachers it may make sense to formally observe them more frequently in
Block II. Since Block IV was challenging, should more be done in Block II and III to prepare pre-
service teachers for Block IV? Professionalism for lower achieving pre-service teachers dropped in
Block IV. The concern is that there are stressors in this block to which pre-service teachers are
struggling to adapt. Consequently, their professional dispositions suffer prior to their student
teaching.
In this study, GPA was predictive of performance in field experience. Identifying students
who may need additional support in their field experience at critical junctures (beginning of Block
III) may elevate performance. Future studies should consider examining the relationship of PRAXIS
I scores and teaching performance. Finally, program requirements for admitting students should
consider GPA as an important component in the selection process.
In 2008, ITEP was identified as being a model program for preparing elementary/special
education teachers. The 10 credits of field experience, or 300 hours prior to student teaching, was
identified as exemplary (Blanton & Pugach, 2008). During fiscal challenges, it is important to
thoughtfully examine program evaluation data and determine the best use of limited resources. As
Dymond, Rengzaglia, Halle, Chadsey & Bentz (2008) note, supervision is the most expensive
component of a teacher education program, because it is typically delivered on an individualized
basis. That said, it may be money well spent. Future research needs to examine the link between
pre-service teacher field experiences and teacher effectiveness during the first and second year of
teaching.
About the Authors
Dr. Tammy Abernathy is a Professor in the Special Education Program at the University of Nevada.
Within the field of special education, she focuses on teacher education, learning disabilities,
secondary special education and developing self-determination skills for adolescents with
disabilities.
Dr. Ginny Beck is a Program Coordinator for Special Education in Washoe County School District
supporting schools and classroom teachers. She is adjunct faculty in the Special Education
Program at the University of Nevada.