View
214
Download
1
Category
Tags:
Preview:
Citation preview
Multi-Level Partnerships:
Comprehensively Supporting Beginning
Special Education Teachers with States,
Universities, and Districts
#H325Q070002
Discussion Questions
How do teams of IHEs, LEAs, and SEAs collaborate to implement change and leverage resources in induction for beginning special educators?
What processes assist in developing partnerships (IHEs, LEAs, and SEAs)?
What are the strengths and barriers to partnerships = as a means for implementing change in the support for beginning special educators?
NCIPP National Center to Inform Policy and Practice in Special Education Professional Development
Mary Brownell, Ph.D.
Paul Sindelar,Ph.D.
Meg Kamman, Ph.D.
Erica McCray,Ph.D.
OSEP Project Officer: Bonnie Jones
NCIPP National Center to Inform Policy and Practice in Special Education Professional Development
To improve teacher quality and increase commitment to teaching students with disabilities by Informing special education policy and practice on
induction and mentoring Identifying and recommending induction and
mentoring implementation strategies
Resources available free on our website www.ncipp.org Reports, briefs, program descriptions, and
webinars
NCIPP Trajectory
IdentifyPromising
Practices/Induction Programs
Technical
Assista
nce/Disseminati
on
Technical
Assista
nce/Disseminati
on
Models of Quality Induction and Mentoring Practice
Literature Syntheses
& Policy Analysis
TA Goal
Improve the induction practices for beginning special education teachers in a minimum of one area (mentoring, professional development, or evaluation)
Tangible outcomes of our success
TA recipients develop or identify: Clear, measurable goals for improving the
quality of induction and mentoring of beginning special education teachers that are aligned with best practices in induction and mentoring
A targeted plan of action and timeline
Roadblocks to implementing the induction and mentoring program and some strategies for addressing them
Ways of evaluating progress
Process
1. Review of Model Programs/Best Practices
2. Needs Assessment
3. Action Plan
4. Continuous Collaboration: IHE/LEA/District
Needs Assessment
Action Plan
Checklist
**Checklists also exist for Evaluation and Professional Development
Facilitated Collaboration
Annual Meetings
Monthly Check-ins
State
University
Counties
NCIPP
West Virginia State Map
State Application for Technical Assistance
Shortage of special education teachers encouraged WVDE to begin focus on beginning teacher induction and mentoring
Need 2 types of support:Socialization associated with teacher
retentionInstructional coaching associated
with improving instructional practice
State Goal
To reduce unwanted teacher turnover by creating an induction program
aimed at ensuring a committed high quality special education teacher force
by:
building instructional qualityincreasing student achievementretaining effective teachers
West Virginia DOE PlanStrategy to achieve goals, ameliorate roadblocks
Effective Special
Education
Teacher
National Board
Certification
Professional
Development
E-Mentoring
Professional Development
• Based on County Needs Assessment
• 10 monthly 1-hour digital courses for 1st
year teachers
• Best Practice Checklist
• Mentor Update
• Expand to 2nd year teachers for 2013-2014
• Stipend for attendance
Needs Identified by Counties
Instruction
• Data-Driven Decision Making• Instructional Strategies
• Reading, Math, & Writing• Behavior Management
• Instructional Modifications/Accommodations/LRE
• Next Generation Content Standards and Objectives (Common Core State Standards)
• Co-Teaching• Parent Communication• Technology Integration• Assessment
Procedures
• Individualized Education Program
• Progress Monitoring, IEP Goals• FBA, BIP• Manifestation Determination• Determining ESY Data• Scheduling Staff• Medicaid Billing/Documentation• Creating Student Schedules
National Board Certification
Goal:
Encourage Experts in Special Education
Build Strong Cadre of Mentors
Take One!
Standards-based approach for improving teaching
practice and links student learning to effective
instruction.
Paid for by State
E-Mentoring Plans
Establish Statewide cadre of low-incidence
mentors
Online Platform decision/collaborate with
IHEs
Facilitator
Pilot mentor assignment for most rural
areas, open invitation
WV CONNECT
University Plan
Creating an Online Network of New and Experienced Collaborative Teachers
Goal
Provide an online location for aligned and shared resources to support beginning special education teachers.
State
University
Counties
WV CONNECT
The website houses resources for:
1. Counties 2. Beginning teachers 3. Mentors 4. Teacher Educators
WV CONNECT Continued
WV CONNECT Continued
Raleigh County Plan
Praise from a Beginner: “I strongly agree that I am a better special education teacher because of the mentoring program. There were several areas of the job that I was unfamiliar with and having someone to feel comfortable to ask questions to was very reassuring.”
Who We Are
Demographics of Raleigh County
•Population - 79,220
•Public Schools –• Elementary 19• Middle 5• High Schools 4• Career and Technical Center 1
• Total Student Population – 12, 340• Students with Disabilities - 1,534• Total Administrators, Teachers, and Service
Personnel - 1,500
State Policy & County Responsibility
Personnel Department of Raleigh County• Director of
Personnel• Certification
Specialist
Timeline of Events
September 2011:
Kick-Off Meeting
Oct 2011 – Sept 2012: Monthly Phone
Calls with NCIPP
October 2012: Second
Year Meeting
2012 – 2013:
Monthly Phone
Calls with NCIPP
Year One (2011-2012)
1. Data Collection & Analysis
2. Garner Support
3. Create Program Goals
4. Develop Mentoring Program
Components
Year Two (2012-2013)
1. Plan & Prepare for Implementation
• Made contacts with personnel who would be involved.
• Mapped out the first year’s events.
• Scheduled events.• Presented the program to
the Special Education Office Staff.
2. Implement Mentor ProgramTA Supports:
Raleigh County Mentoring Plan
Overview
“The staff of our special education department shared their knowledge and expertise in monthly meetings and created a really strong community of leaders and learners.”
“Thank you for all the opportunities to solve difficult problems and creating a collaborative and supportive school environment for special education staff.”
Program Goals
Improve knowledge and skill in implementing
evidence based practices in literacy, mathematics, and other content instruction
Improve collaborative skills through opportunities for networking and reflective
practices
Implement essential district policies that have
professional implications for special educators
Maintain job satisfaction to better ensure that teachers will continue to work in the field of special education
Induction
Goal 1: Beginning Special Education Teachers will
improve their knowledge and skill in implementing evidence based practices in
literacy, mathematics, and other content area instruction.
Professional
Developm
ent
• PD Tailored to Beginners’ Needs• County Based• State Provided
• Mandatory and Optional• Follow-Up with Mentor
• Conferences• Observations• Activities• Self-Reflection
SupportPersonnel
• Beginner Teacher Portfolio• Identifies Specific Support Person• Provides Contact Information
All New Special Education Teachers
New Special Education Teachers working with
the Low Incidence Population
New Special Education Teachers working with Pre-K Special Needs
PopulationWest Virginia Department of Education Special Education Beginning Teacher Academy (SEBTA) monthly webinars (8
hrs)
West Virginia Department of Education Special Education Teacher Autism Academy
(24 hr)
Reliability Training for Early Learning System (6hr)
NCIPP provided Mentor Update Activities after each
SEBTA webinar (8 hr)
RESA I Sponsored Common Core Essential Standards
Training (7hr)
Celebrating Connections Conference (6hr)
West Virginia Department of Education Special Education
Teacher Math Academy (42 hr)
RESA I Sponsored Dynamic Learning Maps Assessment (7
hr)
Behavior Workshop (3 hr)
Monthly County Level Professional Learning
Community Meetings (12 hr)
Training on County Adopted Curriculums and
Supplemental Materials (7 hr)
Creative Curriculum Training (6hr)
New Special Education Teacher IEP Training (6 hr)
County Training on Using the Acuity Testing Platform (7hr)
Early Learning Standards Framework (3 hr)
County Training on Common Core Standards (3 hr)
Crisis Prevention and intervention Training (12hr)
Breakdown of Goal 1
Goal 2: Beginning Special Education Teachers will
improve collaborative skills through opportunities for networking and reflective
practices.
Model Classroom
Visits
Participate in PLCs
Facetime with Mentors
Classroom Observations
and Feedback
Frequent Group
Meetings
-Regularly Scheduled Beginner Meetings -Monthly Mentor/Mentee Meetings -Opportunity to Collaborate -Opportunity for Problem Solving
-Monthly PLC Meetings-NCIPP & WVDE New Teacher Webinars provided follow-up activities-WVDE eMentoring-Various PD Sessions
Beginning Teachers may be released from their normal day to visit another classroom or school to observe best practices in action
Mentors and Support Personnel:• Visit the
Classrooms• Provide
Feedback
iPads for Everyone!
Facetime with
Mentors
Participate in PLCs
Classroom Observatio
ns and Feedback
Frequent Group
Meetings
Model Classroom
Visits
“The mentoring program helped in my use of technology. It allowed me the opportunity to receive an iPad which has become a lifeline for meetings, behavior tracking of students, collaboration with other professionals, instant communication to parents, and documentation of daily assignments and classes. This has been the biggest and most useful tool I have received to this point in my career.” -A Beginner Teacher
Breakdown of Goal 2
Goal 3:Beginning Special Education Teachers will
implement essential district policies that have professional implications for special
educators.
Utilize Assistance from Case Manager
Participate in IEP training
Utilize state level supports available
Case Managers
•Monthly Classroom Visits•Assist in writing IEPs•Attend all IEP meetings•Assist in monitoring students’ grades, behavior referrals, and potential dropouts
IEP Training
• WVDE Webinar “IEP Overview”
• Mandatory IEP Training
• PLC topics “Writing Effective IEPs” and Accessing the On-Line IEP Program
State Level Supports
•WVDE Webinars•Digital Courses for new teachers and mentors•Cadre of statewide mentors through an eMentoring program•National Board Certification
Breakdown of Goal 3
Goal 4:Beginning Special Education Teachers will
maintain job satisfaction to better ensure that teachers will continue to work in the field of
special education.
Attend Meet and Greet
Receive Reference
Guide
Receive Recogniti
on
Attend Meet and Greet
• Welcome Packet • Teacher Gift
Reference Guide
• Contact Information
• Protocol for Seeking Assistance
• Checklist of Critical Action Steps in the First Thirty Days
• School Calendar• Access to Raleigh
County Schools Personnel Policy Manual
• Application for Setting Up an Educator Internet Email Account
• Schedule of New Teacher PLC Dates
Recognition
• Recognition at a Monthly Meeting for Completion of a Successful First Year of Teaching
• Accomplishments Reported in the News Briefs the Raleigh County School Newspaper
• Certificate of Completion Listing Professional Development Participation
Breakdown of Goal 4
Accountability
Portfolio Provides both Accountability and
Organizational Tool
Beginning Teacher Requirement Checklist Records for Joint Planning, Orientation, & PD Professional Support Team Log Weekly Mentor Log
Mentor Observation Log Weekly Meeting Tracker
Barriers
The Investment of Time
Funding
Getting School Administrators on Board
Willingness of Mentors to Take On More
Accountability
Goals for Next Year
Provide more assistance to principals in being aware of their role and being actively involved in support of new teachers.
Work with county leadership team to increase the expectations of accountability of mentors.
Continue working with the West Virginia Department of Education and NCIPP to offer a collaborative and comprehensive mentorship program.
Discussion Questions
How do teams of IHEs, LEAs, and SEAs collaborate to implement change and leverage resources in induction for beginning special educators?
What processes assist in developing partnerships (IHEs, LEAs, and SEAs)?
What are the strengths and barriers to partnerships = as a means for implementing change in the support for beginning special educators?
Recommended