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VSA recognizes the positive influence of the arts to advance teaching and learning in the classroom. Because a skilled teaching artist can foster creative engagement and help build an inclusive environment, VSA is seeking outstanding teaching artists with disabilities for the Teaching Artist Fellows program. The VSA Teaching Artist Fellowship program seeks to identify, engage, and support teaching artists with disabilities in the visual and performing arts. VSA recognizes the value of teaching artists in integrating the arts into education. Teaching artists with disabilities also serve as role models of diversity, expression, and inclusive learning in the classroom.

Research studies have shown that co-teaching can be very effective for students with special needs, especially those with milder disabilities such as learning disabilities. When implemented correctly, co-teaching can be a very successful way to teach all students in a classroom setting. On the other hand, uninformed teachers can poorly implement this model which will not yield positive results for students.

When the White House recently celebrated the latest class of National Board Certified teachers, several of the honorees traveled to Washington from some of America’s most remote and distant rural communities to receive the teaching profession’s highest credential. During their visit, we caught up with these rural teachers to hear their stories about what it’s like to teach in rural America.

When the White House recently celebrated the latest class of National Board Certified teachers, several of the honorees traveled to Washington from some of America’s most remote and distant rural communities to receive the teaching profession’s highest credential. During their visit, we caught up with these rural teachers to hear their stories about what it’s like to teach in rural America.

Toilet training is teaching an entire new skill. Teaching new skills to children with autism spectrum disorders works best when the steps to the task are organized into simple pieces. Teaching must also be consistent at all times and become predictable to the child in terms of rewards and consequences. In order for toilet training to be successful, the child must move from depending on reminders (timed trips to the bathroom) to recognizing the signs of a full bladder and taking the necessary actions him/herself.

A yearlong student-teaching model being used on a limited basis at the University of South Dakota is showing how more classroom exposure helps to better prepare future teachers.This fall, using a $4 million grant from the St. Paul-based Bush Foundation, USD began piloting a full-year residency for teaching candidates. Ten senior education majors have spent the school year so far in classrooms at Lowell, Harvey Dunn and Anne Sullivan elementaries in Sioux Falls.

The VSA Teaching Artist Fellowship program seeks to identify, engage, and support teaching artists with disabilities in the visual and performing arts. VSA recognizes the value of teaching artists in integrating the arts into education. Teaching artists with disabilities also serve as role models of diversity, expression, and inclusive learning in the classroom.

Click here to download the NAMI Basics Commitment to Teach form (PDF) Click here to download the NAMI Basics Education Program Teacher Application (PDF) Who can teach the course? The course is designed to be taught using a co-leader training model. Both teachers must have been trained in use of the curriculum by either a NAMI National trainer or a nationally certified state trainer. Teacher trainings are expensive, time consuming and can be emotionally draining for all involved. In an effort to ensure that only the best candidates participate in the training, NAMI organizations are encouraged to use an application process to select individuals to participate in teacher trainings. There is a sample Teacher Application form in the COURSE FORMS section on page CF-1 that can be used as the first step. Individuals who are interested in being trained to teach the curriculum must meet the following criteria: Be the parent or other primary caregiver of an individual who began experiencing symptoms prior to the age of 13 (it is not necessary that the child have been formally diagnosed prior to 13). It is important that all individuals trained in this curriculum have lived through the experiences of having a young child with a mental illness. Be at a point in their life where they are familiar and comfortable with the emotional issues families face and can self-disclose about their own feelings of guilt, anger, shame, ambivalence and grief regarding their life situation. Be willing to participate in an intensive weekend training on how to teach the curriculum. Be willing to make the commitment to participants in the course, the co-leader and to the NAMI organization to complete the 15-hour course once it begins.

Click here to register for this event What: Teaching students how to comprehend text remains a challenge in our nation’s school systems. Many of the efforts directed toward teaching reading comprehension focus on providing practice at answering questions, while neglecting to teach learners how to reliably answer those questions. In this presentation, we will describe a program that systematically teaches the fundamental strategies for reading success: inferential comprehension, literal comprehension, main idea comprehension, and derived meaning comprehension. These fundamental strategies comprise the core of reading comprehension as it is assessed in standardized tests. More importantly, they provide learners with flexible tools that can be used to comprehend any text regardless of subject matter or reading level. When: June 15th, 1pm (Mountain) Guests: Joanne K. Robbins, Ph.D., a co-founder and executive director of P.E.E.R. International and Principal of Morningside Academy, an innovative school that uses procedures derived from the learning sciences to help children reach their full academic potential. Dr. Robbins has over 30 years of experience in program development, curriculum design, and teaching and supervision of programs for children and youth, in both educational and mental-health settings. Dr. Marta Leon, Director of Instructional Development for Headsprout. Dr. Leon has significantly contributed to the design and development of the Headsprout Reading Comprehension program and its accompanying materials. Before joining Headsprout, Dr. Leon was an instructional designer at Morningside Academy.