Successfully implementing the practice of inclusion by differentiating instruction depends on both the skills and attitudes of general education teachers. New general education teachers who are entering the field are particularly vulnerable to the demands and stress of the profession, and teacher education programs must prepare preservice teachers to meet the needs of all students by teaching the skills needed to make appropriate lesson adaptations, accommodations, and modifications. This study investigates the manifestation of differentiation for special education students in work sample lesson plans written by preservice teachers working toward an elementary school credential. The research examined the nature, characteristics, and types of instructional adaptations included in the work samples prepared by a sample of preservice teachers resulting in six distinct themes and recommendations for teacher education programs.

Teacher identity is complex, dynamic, ongoing, and worthy of examination. This study examined the perceptions of preservice teachers’ personal identity (e.g., gender, race, religious background, etc.) and how they influence preservice teachers’ professional identity as a subject, pedagogical, and professional expert. Participants (N = 81) were preservice teachers from two different Christian-based institutions, one in Canada and one in the United States, who were completing the requirements for initial licensure. Findings from a survey measured the preservice teachers’ perceptions based on two scales examining personal and professional identity. Results suggested that preservice teachers did not perceive race as impacting their personal identity as a teacher, nor did they perceive religion as an influence on their professional identity, even though they had chosen Christian institutions. However, preservice teachers did perceive teacher preparation as impacting their understanding of professionalism as they transitioned from learner to teacher in the field.

Professional integrity and changing demographics in the public school system in the United States coupled with standards for teacher preparation require that preservice teachers possess knowledge, skills, and dispositions necessary to work with diverse populations. Using the Teacher Work Sample, a plan for instruction serving as a teacher performance assessment, the research examines the document for evidence of cultural competence. Student descriptions, reflections, and lesson plans provide evidence of preservice teacher dispositions and attitudes toward diverse students. The research revealed that work samples fell into four distinct categories depicting different levels of competence ranging from static to proactive. Data collected generated a rubric suggesting the placement of preservice teacher work on a continuum of development in the area of cultural competence.

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With the addition of the Educative Teacher Performance Assessment (edTPA) as a high-stakes, consequential standardized examination for teacher licensure, the practice of training new generations of educators using principles of Invitational Education (IE) Theory when making andragogic decisions arrives at an intersection. Teacher preparation programs preparing teacher candidates using methods and philosophies known to promote success in public school classrooms must now also support candidates’ development and submission of an edTPA portfolio. Documenting the utilization of IE theory, practices, and strategies the authors describe the impact upon an educator preparation process that institutes a program for success in an intentionally inviting manner.