preparing high qualified professionals in secondary transition: use of technology to support...
TRANSCRIPT
Preparing High Qualified Professionals in Secondary Transition: Use of Technology to
Support Professional Development
Dr. Mary E. [email protected]
www.transitioncoalition.org
NSTTAC National SummitMay 18-21, 2010
Seamless Professional Development
Coursew
ork
Staff DevelopmentResearch Research
Based Based Effective Effective
Practices in Practices in Professional Professional DevelopmentDevelopment
DeepensContent
Knowledge and/or
Pedagogy
UsesMultiple Sources of Data
Promotes Equity for All
Students Is Long
Term and Adequately Resourced
IncludesProgram
Evaluation
BuildsBroad-based
Support
DevelopsLeadership Capacity
Higher Education + State Partners
Bergeson, Heuschel, Billings, Anderson (2003)
Question for today: How can states develop comprehensive, sustained, high-impact professional development systems for transition?
Does Training Really Matter?Research Questions: 1.What are the levels of preparation & implementation of critical
elements of transition services?2.Are highly qualified professionals more likely to engage in transition
practices?3.What are the predictors of implementing transition practices?
Randomly selected 6,180 participants from national list of secondary special education teachers: LD, MR, ED/BD, Non categorical/high incidence (Resource), Special Education– Randomly selected stratified sample of 1800: 1,200 LD; 200
MR; 200 ED/BD; 200 Non-categorical– Participants for present study (557; 34% returned)– Completed at 46 item survey: Secondary Teachers Transition
Survey
Secondary Transition Teacher Survey Transition Skill & Frequency of Implementation
Results: Training MATTERS!!!!
1. How prepared are secondary educators? M=2.69 (1=not prepared; 4=very prepared)
2. How often do they implement transition practices? M=2.70 (1=never; 4=often)
3. Does feeling prepared increase frequency of implementation? Significant correlation
(r[547]=.720, p=.000, two tailed)
4. What Influences Implementing Transition Activities?
Model R R Square Adjusted R Square
Std. Error of the Estimate
1 .423a .179 .172 .51170
F(3,471)=33.96, p=.000
• Number of Transition Courses (b=.261, p=.000) R2=.07
• Transition Staff Development Hours (b=.284, p=.000) R2=.08
• Fully Certified (b=.10, p=.010) R2=.01
Transition Coalition
Instructor-led OnlineProfessional Development
Noninstructor-led OnlineProfessional Development
Graduate Coursework
Online Modules
Online Resources
Searchable Databases
Professional Development
KU TransCert Online
Program
Models of SuccessKU Continuing Ed. Online Classes
• Overview of Transition• Transition Assessment• Interagency Collaboration• Employment & Postsecondary Ed• Family and Student Involvement
KU-SET DoctoralProgram
SEA Partnerships• Online training• Face to face training• State Needs Assessment• Communities of Practice
PD Hub
...
KU TransCert Program
Evidence-based research
Aligned with CEC competencies & Kohler’s Taxonomy
Translated from courses
User-validated Addressing critical
needs
• Open-Access: Free to All
• State-Specific: Specialized
4 week short courses
• Weekly Readings & Online Modules
• Threaded Discussion
• Activities and videos
• Projects
Topics• Introduction to Transition
Education & Services
• Family and Student Involvement
• Transition Assessment
• Vocational Training & Employment
• Interagency Collaboration
Online and Face-to-Face Training, Action Planning & Online and Face-to-Face Training, Action Planning & Ongoing Technical AssistanceOngoing Technical Assistance
Quality Indicators of Exemplary Transition Programs Quality Indicators of Exemplary Transition Programs Needs AssessmentNeeds Assessment
Online Community of Practice; Follow-up Support and Online Community of Practice; Follow-up Support and Technical AssistanceTechnical Assistance
Action Planning & Goal SettingAction Planning & Goal Setting
Improved Practices & Impact
Comprehensive Approach: Step 1- Needs Assessment
• Transition Planning• Family Involvement• Student Involvement• Curriculum &
Instruction
• Access to General Curriculum
• Interagency Collaboration• Transition Assessment
Quality Indicators of Exemplary Quality Indicators of Exemplary Transition Programs Needs AssessmentTransition Programs Needs Assessment
7 Domains & 40 Items
QI ResultsQI Results
Step 3: Action Planning & Goal Setting
Step 4: Follow-up Support and Technical Assistance
• Communities of Practice– IDEA Partnership– District-supported online COP– Transition Coalition developed COP
• Telephone calls• Video conferencing• On site & Events• Work with administrative team
Online Community of Practice; Follow-Online Community of Practice; Follow-up Support and Technical Assistanceup Support and Technical Assistance
What do you Need to Consider?
• What systems do you currently have in place for providing professional development?
– Are they working? How is it supported? What else do you need?
• How are professional development needs determined? Do you use a formal system to identify state/local needs?
– Is it determined based on SEA priorities (e.g., new transition forms, new policies/procedures with VR, etc.)
– Who are the critical stakeholders in determining PD needs?
• What standards, competencies or endorsements for transition professionals are in place in your state?
• What resources do you have for providing ongoing professional development?
– (staff, TA Centers, RRCs, IHEs, SIGs/SPDGs, online resources…)
• How will you evaluate the effectiveness of your PD system?• What are your priority areas?