M1 Activities
M1: District Policy
- Alignments: 9o, 10p
- Description: Synchronous group activity. Students explore a local district’s personnel policies, consider the origins of a policy, and evaluate the implications of abiding by that policy as a condition of future employment.
- M1 District Policy
M1: Procedural Safeguards
- Alignments: 9j, 9o
- Description: Synchronous think/pair/share. Students consider one procedural safeguard in the special education process and then explain that procedural safeguard to a partner who has been assigned the same one. After each student has explained the procedural safeguard, the partners work to identify an effective explanation to share with the class, taking into account the explanations provided by each person and the possible misinterpretations that may have come up. Finally, students share what they have learned with their class, capturing common themes. This activity is designed to improve communication, metacognition, and retention of foundational practices.
- M1 Procedural Safeguards
M1: Unlearning Special Education
- Alignments: 9i, 9j, 9n, 9o, 10p
- Description: Asynchronous discussion board or personal reflection. Students develop their awareness of how their identities and histories affect their perceptions and expectations regarding special education. They identify areas of interest and procedures, skills, or other information they should proactively look for to enhance their professional development.
- M1 Unlearning Special Education
Disposition. The teacher understands the expectations of the profession including codes of ethics, professional standards of practice, and relevant law and policy.
Disposition. The teacher actively shares responsibility for shaping and supporting the mission of his/her school as one of advocacy for learners and accountability for their success.
Knowledge. The teacher understands laws related to learners’ rights and teacher responsibilities (e.g., for educational equity, appropriate education for learners with disabilities, confidentiality, privacy, appropriate treatment of learners, reporting in situations related to possible child abuse).
Knowledge. The teacher understands how personal identity, worldview, and prior experience affect perceptions and expectations, and recognizes how they may bias behaviors and interactions with others.
Disposition. The teacher sees him/herself as a learner, continuously seeking opportunities to draw upon current education policy and research as sources of analysis and reflection to improve practice.
