Abstract
Special education teachers must be prepared for the demands of the public school classroom. Teacher education programs have a responsibility to ensure that pre-service teacher candidates are able to translate current research into practice, and the specialty program accreditation procedures help guide this process. This article overviews a framework that utilizes collaboration as the vehicle for ensuring this occurs. Results of a state survey of special education district administrators are provided with implications for program improvements and ongoing accreditation practices. As teacher education accreditation is based on multiple sources of data, a model that incorporates the input of public school partners in the development of learner outcomes is essential. This model supports the need for ongoing collaboration with school partners and teacher preparation programs beyond the traditional field experience structure.
Recommended Citation
Hoyle, Carol G. and West, Tracy N.
(2016)
"Connecting Teacher Preparation with District Expectations: A Framework for Accreditation Collaboration,"
Teacher Education Journal of South Carolina: Vol. 9:
No.
1, Article 8.
Available at:
https://digitalcommons.coastal.edu/tejsc/vol9/iss1/8