2010 osep project directors’ (pd) conference july 21, 2010 washington, dc

Copyright ©2010 New Teacher Center, All Rights Reserved

Creating Online Mentoring to Support New Special Education Teachers Through a Partnership with the New Teacher Center

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2010 OSEP Project Directors’ (PD) Conference

July 21, 2010

Washington, DC

Dr. Phoebe Gillespie, Director, Personnel Improvement Center @NASDSE

Dr. George Ann Rice, Service Provider, Personnel Improvement Center

Dr. Alyson Mike, Director of Online Professional Development, NTC

Debra Dixon, Education Program Consultant, Louisiana DOE


Personnel Improvement Center Mission

• Assist states in implementing evidence-based recruitment and retention practices to meet the need for highly or fully qualified special education, early intervention and related services personnel.

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Personnel Improvement Center

• A technical assistance and dissemination project at NASDSE.

• Fully-funded by US DOE, Office of Special Education Programs.

• Assisting states and their high need locales in recruiting, preparing and retaining special education, early intervention and related services personnel.

• Assisting in the design, development and management of the NTC’s special education e-mentoring initiative.


To improve student learning by supporting the development of an inspired,

dedicated, and highly-qualified teaching force.

MISSION

New Teacher Center


History of Special Education Teacher e-mentoring Pilot Project

• Personnel Improvement Center’s (PIC) selected states requested assistance in ‘mentoring for retention’.

• PIC service provider participated in the NTC general training.• Initiated discussions with NTC to create an e-mentoring site

specifically for special educators.• Engaged interested states in committing time and funds to

create a pilot site.• LA and NV committed funds and recruited mentors to

support up to 75 mentees per state.• Fall of 2010, site will expand to accommodate more

states/LEAs.


e-Mentoring for Student Success History

• 2002, NTC received a 5 year grant from National Science Foundation to support new 6-12 grade science and math teachers.

• Three Partners

- National Science Teachers Association (professional organization for science teachers)

- New Teacher Center @UC Santa Cruz

-Montana State University (distance learning experts)• 2008-09 Clients including states, districts, universities

and non-profits paid a subsidized fee for each mentee.• 2009-present Clients pay a fee for each mentee.


Round Table Discussion

• Does your state have specific guidelines for special education mentoring and induction programs? What is your role in implementing them?

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Percentage of All NonstandardCertificates Issued in LA

43%

19%

8%

7%

7%

5% 11%

% of all nonstandard certificates issued

SPED (includes gifted)

Elem

Math

Science

ELA

Social Studies

Other

August 1, 2008 – April 30, 2009


Percentage of Nonstandard Special Ed Certificates Issued by Area in LA

14%

21%

1%

58%

4% 2%

Nonstandard Certificates by SPED Area

Early Interventionist

Gifted

Hearing Impaired

Mild/Moderate

Significant Disabilities

Visually Imparired

August 1, 2008 – April 30, 2009


“Completers” Receiving a Level 1, 2, or 3 License for the First Time in LA

July 1, 2003 – June 30, 2008


Targeted Issues

• On-going systemic issues of noncompliance regarding FAPE.

• High numbers of teachers who did not meet highly qualified status.

• Student Performance on Statewide Assessment.


Nonstandard Certificates by District in LA

0

50

100

150

200

250

District 1 District 2 District 3

202

114

19

92

48

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All NS SPED NS

August 1, 2008 – April 30, 2009


Solution: eMSS-SE Pilot for LA & NV

• Mentors• 66 applicants, 58 accepted, 25

successfully completed, 6 resigned = 19 total mentors.

• Mentees• 87 applied, 69 completed orientation and

were matched. [43 EC/Elem, 14 MS, 11 HS]

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Copyright ©2010 New Teacher Center, All Rights Reserved14

Participation Data for eMSS – SE Pilot

SITE VISITS Overall Total Site Visits

Average Number of

total visits per participant

Average visits per week

Mentees 769 11 1

Mentors 2341 123 10

POSTSOverall Total

Posts

Average Number of

total post per participant

Range of posts

Mentees 315 7.5 0-45

Mentors 1816 95 52-148


Evaluation Results

Post survey eMSS program data revealed that beginning teachers reported more prepared in the following areas:

• Managing students grades, record keeping, and paperwork.

• Student discipline.• Lesson planning and time management.• Effectively dealing with and communicating with parents.• Using group work effectively.• Setting and achieving student goals as written on I.E.P.’s• Setting and achieving professional goals.


Evaluation Results – Part 2

Mentees reported an increase in preparedness on the post survey in all of the following areas:

• Using real world problems/contexts in lessons.• Examining student work in order to assess student thinking

and reflect on classroom practice.• Identifying/developing lessons aligned to instructional goals

on the students' I.E.P.'s.• *Identifying/developing lessons to address individual student

needs.• *Formally/Informally assess student learning within the

content area in which you are teaching.

*areas with largest reported gains


Discuss with a Partner

• What efforts have been made by your center, project, state or preparation program to address the high rate of attrition of special educators in hard to staff areas?

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Content SpecialistsUniversity faculty engaged in research and/or instruction

in their field.

Facilitators Teacher leaders facilitator in all

program areas with on-going professional development.

MentorsExemplary special education

teachers who are highly skilled in online mentoring

and are matched with mentees who teach in the same disability and grade

level.

Mentees

eMSS Program Staff


eMSS Program Overview

Our PlaceA private area designed for mentees to work with their mentors. Mentees discuss their teaching practice and receive 1-on-1 mentoring from an experienced teacher in the same grade and subject.

Mentor PlaceDiscussion forums for larger groups of mentors. Mentor Place offers ongoing professional development and support for mentors.

InquiriesSelf-selected small groups examine pedagogical or content practices that can be applied directly to the classroom. A foundational part of eMSS, this is a structured and facilitated curriculum, which guides participants through a plan/prepare, teach/assess, and reflect/analyze cycle.

Community Forums and ResourcesA community of teachers participates in discussion forums facilitated by teacher leaders and practicing mathematicians, scientists, and special education university professors. Content-focused discussions, dilemmas of practice, and access to resources are the heart of this area.

Organizations enroll their beginning teachers in eMSS


NTC-Learning Environment


eMSS Program Chart

Professional Development and Networking Through eMSS, new and veteran teachers—as well as university mathematicians, scientists, and special education university professors—collaborate in an interactive community to facilitate the exchange of information, ideas, and experiences in order to advance high-quality math, science, and special education instruction for all students.

Online Learning Environment eMSS extends flexible, personalized, content-focused support to beginning teachers nationwide through its online technology network. eMSS offers mentees a range of online activities they can participate in—the mentee chooses those that best suit their own teaching needs.

Program ManagementDesigned to be a turnkey mentoring program for schools, the eMSS staff manage all aspects of the program administration including online applications, data reporting and regular pre- and post-surveys of participants. The intended goal is to make implementation seamless for school districts.

Content Focused Mentoring CurriculumeMSS includes a facilitated math-, science-, and special education- specific curriculum that engages beginning teachers in planning, teaching, and reflecting on their classroom teaching. They exchange ideas with other beginning teachers as well as mentors who are working on similar goals.


Table Discussion

• How can your Center, project, state or preparation program work with relevant stakeholders to address the development needs of beginning and experienced special educators to ensure they become highly effective?

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Next steps for eMSS-SE

• Develop curriculum specific for teachers who are working with students with sensory impairments. [Visual Impairment/Blind and Deaf and Hard of Hearing]

• Continue to work initially with states - then transition to districts after a year.

• Continue to develop and expand the available resources for participants.

• Continue to develop and expand the facilitation team with additional expertise.

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eMSS-Special Education Q & A

What questions do you have about moving forward with eMSS-SE in your

state?

Copyright ©2010 New Teacher Center, All Rights Reserved25

Creating Online Mentoring to Support New Special Education Teachers Through a

Partnership with the New Teacher Center

Phoebe Gillespie, Ph.D.Director National Center to Improve Recruitment and Retention of Qualified Personnel for Children with Disabilities (Personnel Improvement Center) NASDSE1800 Diagonal Road Suite 320 Alexandria, VA 22314Phone: 703-519-3800 ext 337Fax: 703-519-3808Email: [email protected]

For More Information

Alyson Mike, Ed.D.Director of Online Professional DevelopmentNew Teacher CenterMontana OfficePhone/Fax: 406-227-5242Email: [email protected]

Debra DixonEducation Program ConsultantLouisiana Department of Education, Division of Special PopulationsPO Box 94064Baton Rouge, LA, 70804-9064 Phone: 225-342-3724 Fax: 225-219-7370 Email: [email protected]


• The following slides are only added in the event we cannot connect to the internet and go live.

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eMSS-SE Home Site

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Our Place

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Discussion Topics

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Conversation

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2010 osep project directors’ (pd) conference july 21, 2010 washington, dc

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