Commitment in Action
"Assessment is Essential" is a book recently released by McGraw Publishers and written by one of our Winthrop faculty, Dr. Susan Green. The book offers a novel approach for educational assessment courses, stressing a practical approach that encourages students to think critically about designing the appropriate assessment for a wide range of situations. Many of the examples presented in the book are taken from strategies used in Winthrop courses and P-12 schools. The scholarship of our faculty, such as Dr. Green, informs what we do and helps equip our students with tools that they can use in their future classrooms.
Teacher candidates in SPED 293, Laboratory Experiences with Students with Autism Spectrum Disorders, have a unique opportunity to engage in an early field experience delivering one-on-one instruction to children with autism spectrum disorders in school settings. Students receive instruction on understanding autism and applied behavior analysis, then the Winthrop students work in pairs to develop lesson plans and teach a child with autism in a P-12 classroom setting. They collect and analyze data to monitor progress and make instructional decisions. Feedback is provided from their peers and their instructor, Dr. Deb Leach, through on-site support and video analysis of actual teaching sessions. Dr. Leach’s expertise in the area of autism is driving this program, and her new book, "Bringing ABA into Your Inclusive Classroom: A Guide to Improving Outcomes for Students With Autism Spectrum Disorders," will serve to advance the profession nationally as we look for better ways to enhance the learning of children with autism.
Dr. Rebecca Evers (pictured right) and Dr. Sue Spencer (pictured left) published a book entitled "Planning Effective Instruction for Students with Learning and Behavior Problems" (Prentice Hall, 2009) that helps to improve teachers’ confidence and skill at delivering effective instruction to all students with and without disabilities in general and special education settings. They offer a fundamental approach to teaching future teachers how to use the principles of universal design for learning (UDL), metacognitive and cognitive strategies, and project-based learning to identify potential barriers to learning and ultimately simplify instruction. This book is an excellent resource and guide for prospective teachers and current practitioners to use everyday on the job, as they work to deepen their understanding of how individuals learn, how and why learning occurs or does not occur, and how both students and teachers can use research-based methods to facilitate the learning process.
The Literacy program at Winthrop University prepares competent educators at both the undergraduate and graduate levels for service at the classroom, school, and district levels with research-supported practices. In addition to interactive, collaborative, and hands-on classroom experiences, undergraduate students acquire literacy knowledge in authentic ways through meaningful instruction of K-12 students in a clinic setting. Graduate students are prepared for leadership through numerous classroom and field-based experiences. They collaborate with peers to develop literacy topics into coaching sessions for professional development. These sessions benefit school districts colleagues through a literacy mini-conference held on campus each spring. In schools, our graduate students tutor English Language Learners, supervise in the Literacy Clinic, and collaborate with classroom teachers in planning and implementing lessons.