Georgia Induction of Beginning Special Education Teachers Pilot NASDSE National Summit on Personnel Needs Dallas, Texas May 2013 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org
Background 1. Superintendent’s Vision 2. Scottish Model 3. Expert Advisory Group 4. Research a. Hattie on impact of formative assessment for teachers [ d = .90] b. Joyce and Showers on coaching Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement . New York: Routledge. Joyce, B., & Showers, B. (2002). Student Achievement Through Staff Development (3 rd ed.) Alexander, VA: ASCD. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 2
Table 1 A Summary of a Meta-analysis of the Effects of Training and Coaching on Teachers’ Implementation in the Classroom OUTCOMES (% of participants who demonstrate knowledge, demonstrate new skills in a training setting, and use new skills in the classroom) Skill Use in the TRAINING COMPONENTS Knowledge Demonstration Classroom Theory and Discussion 10% 5% 0% + Demonstration in Training 30% 20% 0% + Practice & Feedback in 60% 60% 5% Training + Coaching in Classroom 95% 95% 95% Joyce and Showers (2002) Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 3
Purpose This induction program was designed to provide a purposeful, sequenced structure of extended preparation and professional development for beginning special education teachers (SETs) to facilitate and support both their transition from teacher preparation to induction and their development as highly effective special education teachers. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 4
Program Goals 1. To improve student achievement through the development of highly effective and professional special education teachers 2. To improve student achievement through the retention of special education teachers Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 5
Funding IDEA SPDG Induction Coaches Travel — training & professional development — to/from professional development — SET observations & pre- post conferences — ICs between schools — facilitation of professional development PD Facilities for two statewide Substitute Teachers meetings per year — statewide professional development — 8 hours of release time monthly University Partner Stipends (FY12 only) Extended Day for SETs & GETs (FY12 only) Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 6
Professional Development — ICs Induction Coaches Beginning SPED Teachers Year 1 Year 1 • Working with adult learners • Weekly observation/coaching (36 wks) • Needs of beginning teachers • Monthly embedded PD Focus * • Coaching best practices • Release time for peer observations and • Ensuring program fidelity specialized PD • Data collection • Statewide professional learning — • Monthly informational/resource October and January webinars • Statewide professional learning — Year 2 • Weekly observation/coaching (36 wks) October and January • Conducting action research • Release time for peer observations and Year 2 • IRIS modules specialized PD • • Extended day hours to work with coach Coaching action research • Quarterly conference calls and co-teacher • • Statewide professional learning — Working with university partners • Statewide professional learning — October and January Dr. John D. Barge, State School Superintendent October and January “Making Education Work for All Georgians” www.gadoe.org 7
Data Collection 1. Baseline Data 2. Data from Coaching Logs 3. Qualitative Data Surveys 4. Beginning Teacher Portfolios — Year One 5. Action Research Summaries — Year Two 6. Retention Data Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 8
Retention Data INTENTION RETENTION PATHWAY Gen Ed SPED Unsure Year 2 Year 3 Alternate Pathway (4) 0 4 0 4 4 6 * 6 * Gen Ed Trained (8) 3 3 2 Paraprofessional (6) 1 5 0 6 6 0 ** SPED Trained (2) 0 1 1 1 * Two of the original Gen Ed trained teachers left SPED after Year 1 of the pilot; one resigned under pressure and one moved to Gen Ed. The teacher trained in Gen Ed who moved to Gen Ed at the end of Year 1, moved back to SPED at the end of Year 2 (Year 3); however, a different Gen Ed trained teacher moved to Gen Ed at the end of Year 2. * * Both of the SPED trained teachers have left SPED. One left after Year 1 to stay home with a new baby. The second, who was certified in SPED and Early Elementary, moved to Gen Ed. Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 9
Lessons Learned 1. Selection, Training, Coaching 2. Organizational Support & Change 3. Sustainability Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 10
Questions Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 11
Cynde Snider, PhD Professional Learning Specialist Division for SPED Services & Supports csnider@doe.k12.ga.us 404-657-9971 Dr. John D. Barge, State School Superintendent “Making Education Work for All Georgians” www.gadoe.org 12
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