developing quality special education teachers need for a seamless, longitudinal approach mary t....

Developing Quality Special Education Teachers

Developing Quality Special Education Teachers

Need for a Seamless, Longitudinal Approach

Mary T. BrownellCenter for Personnel Studies in Special

Education

Need for a Seamless, Longitudinal Approach

Mary T. BrownellCenter for Personnel Studies in Special

Education

The Case for Seamless Teacher Education


Beginning special education teachers (SETs) need ongoing support to become highly qualified because they. . Are less likely to be fully prepared for their job and

more likely to be completely unprepared Are expected to perform all aspects of job capably

and alone Experience less collegiality than senior colleagues Have fewer curricular and technological resources

Boe, Cook, & Sunderland, 2006; Griffin, Winn, Otis-Wilborn, & Kilgore, 2003

Beginning special education teachers (SETs) need ongoing support to become highly qualified because they. . Are less likely to be fully prepared for their job and

more likely to be completely unprepared Are expected to perform all aspects of job capably

and alone Experience less collegiality than senior colleagues Have fewer curricular and technological resources

Boe, Cook, & Sunderland, 2006; Griffin, Winn, Otis-Wilborn, & Kilgore, 2003



Even when beginning SETs are knowledgeable, they struggle to enact that knowledge. In a quantitative study of beginning special

education teachers, teachers were rather knowledgeable about how to teach reading, but struggled to enact that knowledge. Additionally, beginning SETs demonstrated

stronger classroom management and generic practices than reading practices.

Brownell, Bishop, Gersten, Klingner, Dimino, Haager, Penfield, Menon, & Sindelar (2007)

Even when beginning SETs are knowledgeable, they struggle to enact that knowledge. In a quantitative study of beginning special

education teachers, teachers were rather knowledgeable about how to teach reading, but struggled to enact that knowledge. Additionally, beginning SETs demonstrated

stronger classroom management and generic practices than reading practices.

Brownell, Bishop, Gersten, Klingner, Dimino, Haager, Penfield, Menon, & Sindelar (2007)



Although some beginning SETs provide highly engaging instruction, most are uneven in their practices.

Beginning SETs indicate being well-prepared in special education, but less well-prepared to teach students with disabilities reading.

SETs, in co-teaching situations, are often relegated to a teacher’s aide position in the classroom.

Experience is often touted as the most important factor, but this finding is actually not consistent

Bishop, Brownell, Klingner, Menon, Galman, & Leko, 2007; Scruggs,Mastropieri, & McDuffie, in press; Seo, Brownell, Bishop, & Dingle, 2007; Wayne & Youngs, 2003

Although some beginning SETs provide highly engaging instruction, most are uneven in their practices.

Beginning SETs indicate being well-prepared in special education, but less well-prepared to teach students with disabilities reading.

SETs, in co-teaching situations, are often relegated to a teacher’s aide position in the classroom.

Experience is often touted as the most important factor, but this finding is actually not consistent

Bishop, Brownell, Klingner, Menon, Galman, & Leko, 2007; Scruggs,Mastropieri, & McDuffie, in press; Seo, Brownell, Bishop, & Dingle, 2007; Wayne & Youngs, 2003

Seamless teacher education

Seamless teacher education

Involves high quality: Initial preparation Induction into the field On-going professional development

Involves high quality: Initial preparation Induction into the field On-going professional development

High Quality Initial Preparation

High Quality Initial Preparation

Even though the research base is limited, these characteristics seem to define quality preparation: More extensive in terms of coursework and field

experiences Includes appropriate coursework in pedagogy for

teaching content High degree of coherence between coursework

and fieldwork Professional collaboration is valued and

emphasizedBrownell, Ross, Colon, & McCallum, 2005; Hoffman, Roller, Maloch, Sailors,

Duffy, Beretras, 2005

Even though the research base is limited, these characteristics seem to define quality preparation: More extensive in terms of coursework and field

experiences Includes appropriate coursework in pedagogy for

teaching content High degree of coherence between coursework

and fieldwork Professional collaboration is valued and

emphasizedBrownell, Ross, Colon, & McCallum, 2005; Hoffman, Roller, Maloch, Sailors,

Duffy, Beretras, 2005

High Quality InductionHigh Quality Induction

Why is it essential? Beginning teachers are more

vulnerable Can improve teacher retention Can improve teacher quality Costs less than replacing a teacher

Brownell, Hirsch, & Seo, 2004; Griffin, Winn, Otis-Wilborn, & Kilgore, 2003; Ingersoll & Kralik, 2004; Strong, 2005; Strong, 2006

Why is it essential? Beginning teachers are more

vulnerable Can improve teacher retention Can improve teacher quality Costs less than replacing a teacher

Brownell, Hirsch, & Seo, 2004; Griffin, Winn, Otis-Wilborn, & Kilgore, 2003; Ingersoll & Kralik, 2004; Strong, 2005; Strong, 2006


Attributes of effective, comprehensive programs: Supportive school culture and collective

responsibility Opportunities for collaborative interactions Quality mentoring by well-trained mentors

that are a good match in terms of subject taught, grade level taught, and personality

Explicit goals for improving teaching

Attributes of effective, comprehensive programs: Supportive school culture and collective

responsibility Opportunities for collaborative interactions Quality mentoring by well-trained mentors

that are a good match in terms of subject taught, grade level taught, and personality

Explicit goals for improving teaching


Attributes of effective, comprehensive programs: Instructional and psychological support Mentors engage in formative assessment

not evaluation Political and fiscal support Extend beyond the first year Consider difficulty of initial placements,

particularly critical for AR route participants

Attributes of effective, comprehensive programs: Instructional and psychological support Mentors engage in formative assessment

not evaluation Political and fiscal support Extend beyond the first year Consider difficulty of initial placements,

particularly critical for AR route participants

Examples of High Quality Induction Programs

Examples of High Quality Induction Programs

The Connecticut Beginning Teacher Support Program

New Teacher Center at the University of California Santa Cruz

California’s Beginning Teacher Support and Assessment Program

Toledo District Induction Program Additionally, there are the CEC

guidelines for effective mentoring

The Connecticut Beginning Teacher Support Program

New Teacher Center at the University of California Santa Cruz

California’s Beginning Teacher Support and Assessment Program

Toledo District Induction Program Additionally, there are the CEC

guidelines for effective mentoring

High Quality Professional Development


Structures for learning must be in place that promote more extended, deeper learning

The duration of the learning activities matters, but only when they. . provide opportunities for active learning and

are aligned with teachers’ goals, curriculum

standards, and professional communications

Structures for learning must be in place that promote more extended, deeper learning

The duration of the learning activities matters, but only when they. . provide opportunities for active learning and

are aligned with teachers’ goals, curriculum

standards, and professional communications



Collective participation of teachers from the same school, department, and grade level is important.

Content focus of the staff development effort matters, particularly when it. . . provides opportunities to learn about the

curriculum helps improve teachers’ knowledge of

content, content specific pedagogy, and how students acquire content

Collective participation of teachers from the same school, department, and grade level is important.

Content focus of the staff development effort matters, particularly when it. . . provides opportunities to learn about the

curriculum helps improve teachers’ knowledge of

content, content specific pedagogy, and how students acquire content



Promotes active learning on four dimensions: observing and being observed

teaching, planning classroom implementation, presenting in and leading staff

development efforts, and . . . analyzing and reviewing student work

Promotes active learning on four dimensions: observing and being observed

teaching, planning classroom implementation, presenting in and leading staff

development efforts, and . . . analyzing and reviewing student work



Fosters coherence by: being consistent with teachers’ learning

goals building on information and skills previously

acquired being aligned with state and district

standards and assessments providing communication opportunities that

enable teachers to confront implementation issues and share solutions

Fosters coherence by: being consistent with teachers’ learning

goals building on information and skills previously

acquired being aligned with state and district

standards and assessments providing communication opportunities that

enable teachers to confront implementation issues and share solutions

What will be essential to support a seamless

system?

What will be essential to support a seamless

system? Well-articulated standards that promote a cohesiveness between teacher preparation, induction, and professional development

Tiered licensing system that encourages teachers to continually work at professional standards

Valid and reliable indicators of teacher quality, as evaluation of teachers is critical

Securing adequate political will to change and fund such a system

Well-articulated standards that promote a cohesiveness between teacher preparation, induction, and professional development

Tiered licensing system that encourages teachers to continually work at professional standards

Valid and reliable indicators of teacher quality, as evaluation of teachers is critical

Securing adequate political will to change and fund such a system

Questions for Our FieldQuestions for Our Field

Consideration of how special education will be incorporated into this larger system What does it mean to successfully socialize and

educate beginning special education teachers? How must larger teacher quality efforts be

adjusted to suit the needs of beginning special education teachers?

What do high quality special education teachers look like and know? What are we aiming for? Should we insist on only playing certain roles in schools? If not, how will efforts to prepare and support special education teachers be focused?

Consideration of how special education will be incorporated into this larger system What does it mean to successfully socialize and

educate beginning special education teachers? How must larger teacher quality efforts be

adjusted to suit the needs of beginning special education teachers?

What do high quality special education teachers look like and know? What are we aiming for? Should we insist on only playing certain roles in schools? If not, how will efforts to prepare and support special education teachers be focused?

ReferencesReferences Bishop, A., Brownell, M., Klingner, J., Menon, S., Galman, S., & Leko, M.

(2007). Understanding the Influence of Personal Attributes, Preparation, and School Environment on Beginning Special Education Teachers’ Classroom Practices During Reading Instruction. Status revised and resubmitted.

Boe, E., Sunderland, B., & Cook, L. (November, 2006). The supply of teachers from traditional and alternative routes to preparation. Annual Teacher Education Conference for the Council for Exceptional Children, San Diego, CA.

Brownell, M. Bishop, A., Gersten, R., Klingner, J., Dimino, J., Haager, D., Menon, S., Penfield, R., & Sindelar, P. (2007). Examining the Dimensions of Teacher Quality for Beginning Special Education Teachers: The Role of Domain Expertise. Accepted with revisions in Exceptional Children.

Brownell, M.T., Ross, D., *Colon, E., & *McCallum, C. (2005). Critical features of special education teacher preparation: A comparison with exemplary practices in general education. Journal of Special Education, 38, 242-252.

Brownell, M., Hirsch, E. & Seo, S. (2004). Meeting the demand for highly qualified special education teachers during severe shortages. Journal of Special Education, 38, 56-61.

Bishop, A., Brownell, M., Klingner, J., Menon, S., Galman, S., & Leko, M. (2007). Understanding the Influence of Personal Attributes, Preparation, and School Environment on Beginning Special Education Teachers’ Classroom Practices During Reading Instruction. Status revised and resubmitted.

Boe, E., Sunderland, B., & Cook, L. (November, 2006). The supply of teachers from traditional and alternative routes to preparation. Annual Teacher Education Conference for the Council for Exceptional Children, San Diego, CA.

Brownell, M. Bishop, A., Gersten, R., Klingner, J., Dimino, J., Haager, D., Menon, S., Penfield, R., & Sindelar, P. (2007). Examining the Dimensions of Teacher Quality for Beginning Special Education Teachers: The Role of Domain Expertise. Accepted with revisions in Exceptional Children.

Brownell, M.T., Ross, D., *Colon, E., & *McCallum, C. (2005). Critical features of special education teacher preparation: A comparison with exemplary practices in general education. Journal of Special Education, 38, 242-252.

Brownell, M., Hirsch, E. & Seo, S. (2004). Meeting the demand for highly qualified special education teachers during severe shortages. Journal of Special Education, 38, 56-61.

ReferencesReferences

Griffin, C.C., Winn, J.A., Otis-Wilborn, A., & Kilgore, K. (2003). New teacher induction in special education. (COPSSE Document Number RS-5). Gainesville, FL: University of Florida, Center on Personnel Studies in Special Education.

Hoffman, J.V., Roller, C., Maloch, B., Sailors, M., Duffy, G., Beretras, S.N. (2005). Teachers’ preparation to teach reading and their experiences and practices in first three years of teaching. The Elementary School Journal, 105(3), 267-287.

Ingersoll, R. & Kralik, J. M. (2004). The impact of mentoring on teacher retention: What the research says. ECS Research Review, Denver, CO: Educational Commission of the States. Retrieved June 30, 2004 from http://www.ecs.org/clearinghouse/50/36/5036.htm

Seo, S., Brownell, M., Bishop, A., & Dingle, M. (2007). An Examination of Beginning Special Education Teachers’ Classroom Practices That Engage Elementary Students with Learning Disabilities in Reading Instruction. Status revised and resubmitted.

Griffin, C.C., Winn, J.A., Otis-Wilborn, A., & Kilgore, K. (2003). New teacher induction in special education. (COPSSE Document Number RS-5). Gainesville, FL: University of Florida, Center on Personnel Studies in Special Education.

Hoffman, J.V., Roller, C., Maloch, B., Sailors, M., Duffy, G., Beretras, S.N. (2005). Teachers’ preparation to teach reading and their experiences and practices in first three years of teaching. The Elementary School Journal, 105(3), 267-287.

Ingersoll, R. & Kralik, J. M. (2004). The impact of mentoring on teacher retention: What the research says. ECS Research Review, Denver, CO: Educational Commission of the States. Retrieved June 30, 2004 from http://www.ecs.org/clearinghouse/50/36/5036.htm

Seo, S., Brownell, M., Bishop, A., & Dingle, M. (2007). An Examination of Beginning Special Education Teachers’ Classroom Practices That Engage Elementary Students with Learning Disabilities in Reading Instruction. Status revised and resubmitted.

ReferencesReferences

Scruggs, T., Mastropieri, M., & McDuffie, K. (in press). Co-teaching in inclusive classrooms: A Meta-synthesis of qualitative research. Exceptional Children.

Strong, M. (2005). Mentoring new teachers to increase retention: A look at the research. Research brief #05-01. New Teacher Center.

Strong, M. (2006). Does new teacher support affect student achievement? Some early research findings. Research brief #06-01. New Teacher Center

Wayne, A. J., & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73, 89-122.

Scruggs, T., Mastropieri, M., & McDuffie, K. (in press). Co-teaching in inclusive classrooms: A Meta-synthesis of qualitative research. Exceptional Children.

Strong, M. (2005). Mentoring new teachers to increase retention: A look at the research. Research brief #05-01. New Teacher Center.

Strong, M. (2006). Does new teacher support affect student achievement? Some early research findings. Research brief #06-01. New Teacher Center

Wayne, A. J., & Youngs, P. (2003). Teacher characteristics and student achievement gains: A review. Review of Educational Research, 73, 89-122.

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