Transcript Evaluating the Effectiveness of

Preparing High Qualified Professionals in
Secondary Transition: Use of Technology to
Support Professional Development
Dr. Mary E. Morningstar
[email protected]
www.transitioncoalition.org
NSTTAC National Summit
May 18-21, 2010
Seamless Professional Development
Higher Education + State Partners
Includes
Program
Evaluation
Builds
Broad-based
Support
Develops
Leadership
Capacity
Uses
Multiple
Sources
of Data
Research
Based
Effective
Practices in
Professional
Development
Deepens
Content
Knowledge
and/or
Pedagogy
Promotes
Equity
for All
Students
Is Long
Term and
Adequately
Resourced
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
1
R
.423a
R Square
.179
Adjusted R
Square
.172
Std. Error of the Estimate
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
.51170
www.transitioncoalition.org
Transition Coalition
Instructor-led Online
Professional Development
Graduate
Coursework
Noninstructor-led Online
Professional Development
Online Modules
Professional
Development
Online Resources
KU TransCert
Online
Program
KU-SET
Doctoral
Program
•
•
•
•
SEA Partnerships
Online training
Face to face training
State Needs Assessment
Communities of Practice
KU Continuing Ed. Online Classes
• Overview of Transition
•
•
•
•
Transition Assessment
Interagency Collaboration
Employment & Postsecondary Ed
Family and Student Involvement
Searchable
Databases
Models of
Success
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
Topics
• Weekly Readings & Online
Modules
• Threaded Discussion
• Introduction to Transition
Education & Services
• Activities and videos
• Family and Student
Involvement
• Projects
• Transition Assessment
• Vocational Training &
Employment
• Interagency Collaboration
Quality Indicators of Exemplary Transition Programs Needs
Assessment
Online and Face-to-Face Training, Action Planning & Ongoing
Technical Assistance
Action Planning & Goal Setting
Online Community of Practice; Follow-up Support and
Technical Assistance
Improved Practices & Impact
Comprehensive Approach:
Step 1- Needs Assessment
Quality Indicators of Exemplary Transition
Programs Needs Assessment
7 Domains & 40 Items
•
•
•
•
• Access to General Curriculum
Transition Planning
• Interagency Collaboration
Family Involvement
• Transition Assessment
Student Involvement
Curriculum & Instruction
QI Results
Step 3: Action Planning & Goal Setting
Step 4: Follow-up Support and
Technical Assistance
Online Community of Practice; 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
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?