Te
Re-Inventing
Itinerant Teaching
Guide: Key Ideas
Effective Strategies to
Increase Student
Engagement & Outcomes
AER International
Conference
Seattle, July 20, 2012
Donna L. McNear, M.A., COMS
Independent Educational Consultant
34651Blackfoot Street NW
Cambridge, MN 55008
763-689-3602
donna.mcnear@gmail.com
Re-Inventing Itinerant Teaching
donna.mcnear@gmail.com
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Re-Inventing Itinerant Teaching: Effective Strategies to Increase
Student Engagement and Outcomes
Introduction
The current climate of accountability in both general and special education is
challenging for all teachers, especially teachers who deliver services through itinerant
teaching. Increasing student results and outcomes when teachers and students have
limited time together, requires a new focus on promising practices and professional
dialogue to re-examine, re-think, and re-invent effective instruction. This content
focuses on a systematic framework for delivering and using intentional and specific
instructional strategies to increase the outcomes for students receiving itinerant services.
Despite the fact that the majority of students who are blind and visually impaired in the
United States receive services through an itinerant teaching model, the itinerant
teaching model has long been under scrutiny and criticized as ineffective in meeting
the needs of many students. Caseload size is most often considered the predominant
factor for ineffective services. Despite ongoing efforts to reform caseloads, wide-scale
change in limiting the caseloads of itinerant teachers has not occurred.
Itinerant teachers still need meaningful and alternative strategies to increase their
effectiveness with students and the opportunity for ongoing dialogue to consider new
methods to implement effective services. A framework that is systematic, intentional,
and specific for effective integration of high quality and specialized instruction based
on reflective practice, instructional coaching, collaboration, and effective instruction is
identified. Application of research, case studies, and promising teaching practices are
foundational to the ideas.
Consider our traditional dialogue
Re-Inventing Itinerant Teaching
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Reconsider an emerging dialogue…
What does systematic, intentional and specific mean?
The RICE framework
Re-Inventing Itinerant Teaching
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Expanding RICE: Central Concepts
Going Deeper: Key Messages
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Re-Inventing Itinerant Teaching
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Foundational Supports
Thank you and please contact me if you have any further questions.
Good luck in all of your endeavors!
Donna
Re-Inventing Itinerant Teaching
donna.mcnear@gmail.com