This study examined perspectives of field experiences among preservice teachers and their cooperating teachers because of debate in the politically charged atmosphere of No Child Left Behind regarding teacher preparation programs. Nine pairs of preservice and cooperating teachers were observed and interviewed over the course of a semester to determine the effect of these experiences on the future educators. Interviews, observations, and documents were open coded and analyzed to determine themes. Results indicated that relationships between the pairs, based on communication and trust, were paramount to preservice teachers' development. Both preservice teachers and cooperating teachers indicated specific roles that each must engage in to maximize growth. Implications for teacher preparation programs include training of the preservice teachers, cooperating teachers, and university support staff prior to initiation of field experiences.
When considering developing educational programs for students with disabilities, one often thinks first of the annual goals and short-term objectives that are included in the individualized education program (IEP). It is important, though, to connect the short-term objectives (the "now") to long-term goals and dreams (the "future"). Making that connection involves a process of defining those long-term goals and dreams and planning backward to develop short-term objectives as well as other educational activities. During this process, parents and teachers often find themselves asking questions such as: "How can we develop a long-term plan for our child/student?" "What do we need to do in order to reach the dreams and goals for our child/student?" "How can I support my students and their families in developing a long-term plan?" Person-centered planning and developing a long-term vision for students with disabilities provides structure to this process.
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