special education teacher quality and preparation: constructing a new model paul t. sindelar...

Special Education Teacher Special Education Teacher Quality and Preparation: Quality and Preparation:

Constructing a New ModelConstructing a New Model

Paul T. SindelarPaul T. SindelarUniversity of FloridaUniversity of Florida

PanelistsPanelists

Ben Lignugaris-Kraft, Special Ben Lignugaris-Kraft, Special Education Department ChairEducation Department Chair

Phoebe Gillespie, National Phoebe Gillespie, National Association of Directors of Association of Directors of Special EducationSpecial Education

John McDonnell, Associate Dean John McDonnell, Associate Dean of Researchof Research

Today, special education teacher Today, special education teacher preparation has lost focus, and preparation has lost focus, and heterogeneity among programs is heterogeneity among programs is enormous (Goe, 2006).enormous (Goe, 2006).

We believe the field is at a crisis We believe the field is at a crisis point, a time when special point, a time when special education teaching needs to be education teaching needs to be redefined. redefined.

PurposePurpose

PastPastPresentPresentFutureFuture

The PastThe Past

The Development of Special The Development of Special Education Teacher Preparation Education Teacher Preparation based onbased on

Beliefs and assumptionsBeliefs and assumptions PolicyPolicy ResearchResearch

Three Major ErasThree Major Eras

CategoricalCategorical

Non-CategoricalNon-Categorical

IntegratedIntegrated

Categorical Teacher Categorical Teacher PreparationPreparation

Political ContextPolitical ContextP.L. 88-164 (1963)P.L. 88-164 (1963)data collectiondata collectionstate certificationsstate certificationsP.L. 94-142 (1975)P.L. 94-142 (1975)


ResearchResearchBehavioral approach

a.Behavior modificationb.Applied Behavior Analysis

Remediation of underlying processing deficits

a.Aptitude-by-Treatment Interaction (ATI)b.Diagnostic-prescriptive teaching


Assumptions about Teacher Assumptions about Teacher QualityQualityDirectly related to emphasis on Directly related to emphasis on

disability categoriesdisability categoriesSupported by structure of Supported by structure of

preparation programspreparation programs

Non-Categorical Teacher Non-Categorical Teacher PreparationPreparation

Political ContextPolitical ContextResearchers stressed the irrelevance Researchers stressed the irrelevance

of disability categories to of disability categories to instructionally relevant variables instructionally relevant variables (Hallahan & Kauffman, 1977)(Hallahan & Kauffman, 1977)

Ethical questionsEthical questionsNon-categorical preparation beganNon-categorical preparation beganTeacher shortagesTeacher shortagesCEC adopted non-categorical standardsCEC adopted non-categorical standards


ResearchResearch Behavioral research gains momentum in the Behavioral research gains momentum in the

70s70s Data on student performance used to Data on student performance used to

validate or invalidate an intervention rather validate or invalidate an intervention rather than to prescribe the intervention, as in than to prescribe the intervention, as in curriculum-based measurement (CBM)curriculum-based measurement (CBM)

Direct Instruction (Engelmann & Carnine)Direct Instruction (Engelmann & Carnine)✓✓DISTARDISTAR

✓✓Corrective ReadingCorrective Reading


Assumptions about Teacher Assumptions about Teacher QualityQualityProcess-product researchProcess-product researchCompetency-Based Teacher Competency-Based Teacher

Education (CBTE)Education (CBTE)

Integrated Teacher Integrated Teacher PreparationPreparation

Political ContextPolitical ContextMadeline Will’s (1996) call Madeline Will’s (1996) call

for inclusionfor inclusionMoral ImperativesMoral Imperatives


ResearchResearchQuestioned efficacy of special Questioned efficacy of special

educationeducationArgument becomes an ethical Argument becomes an ethical

oneone


Assumptions about Assumptions about Teacher QualityTeacher Qualityrooted in the ideology rooted in the ideology

undergirding inclusionundergirding inclusioninfluenced by constructivist influenced by constructivist

notions of effective teachingnotions of effective teaching

The PresentThe Present

Political ContextPolitical ContextNCLBNCLBIDEAIDEA

Research on Teaching and Research on Teaching and LearningLearningTechnological InnovationsTechnological InnovationsCognition and Brain FunctionCognition and Brain FunctionEffective TeachingEffective Teaching

The Current Political The Current Political ContextContext

NCLBNCLBHigh stakes assessments and High stakes assessments and

accountabilityaccountabilityEvidence-based practicesEvidence-based practicesHighly qualified teachersHighly qualified teachers

IDEAIDEA Inclusion of SWDs in state assessmentsInclusion of SWDs in state assessmentsAccess to the general education Access to the general education

curriculumcurriculum

Economic DownturnEconomic Downturn

NCLBNCLB

Assessment and AccountabilityAssessment and AccountabilityOutgrowth of concern about the Outgrowth of concern about the

academic performance of U. S. academic performance of U. S. public school studentspublic school students

Schools are held accountable for Schools are held accountable for the performance of their students the performance of their students on high stakes assessmentson high stakes assessments

NCLBNCLB

Evidence-based PracticesEvidence-based PracticesConcern about the quality of Concern about the quality of

educational research led to educational research led to demands for increased demands for increased methodological rigormethodological rigor

With high quality research, With high quality research, evidence-based practices may evidence-based practices may be identified and disseminatedbe identified and disseminated

NCLBNCLB

Highly Qualified TeachersHighly Qualified Teachers In large-scale analyses of student In large-scale analyses of student

achievement, teacher effects among the achievement, teacher effects among the most powerful most powerful

In those same studies, teacher preparation In those same studies, teacher preparation typically has very little predictive powertypically has very little predictive power

Thus, from a policy perspective, Thus, from a policy perspective, preparation has been considered relatively preparation has been considered relatively unimportant (compared to subject matter unimportant (compared to subject matter mastery)mastery)

Yet teachers are expected to master Yet teachers are expected to master sophisticated evidence-based practicessophisticated evidence-based practices

IDEAIDEA

Inclusion of SWDs in state Inclusion of SWDs in state assessmentsassessmentsArose in response to concern Arose in response to concern

about potential negative about potential negative effects of excluding SWDseffects of excluding SWDs

Precipitated concern about Precipitated concern about poor performance of SWDspoor performance of SWDs

IDEAIDEA

Access to the general Access to the general education curriculumeducation curriculumIncreased demands on gen ed Increased demands on gen ed

and special ed teachersand special ed teachers General Education: Adapting instruction General Education: Adapting instruction

to accommodate SWDsto accommodate SWDs Special Education: Learning content Special Education: Learning content

specific pedagogyspecific pedagogy

Economic DownturnEconomic Downturn

Schools are expected to provide Schools are expected to provide induction and mentoring, and induction and mentoring, and professional development professional development So that teachers implement EBP with So that teachers implement EBP with

fidelityfidelityAnd SWDs improve performance on And SWDs improve performance on

high stakes assessmentshigh stakes assessments

With diminishing resources and With diminishing resources and little political will for increasing little political will for increasing support for public educationsupport for public education

Research on Teaching and Research on Teaching and LearningLearning

New Technology ApplicationsNew Technology Applications UDLUDL Speech-to-Print softwareSpeech-to-Print software Digitized TextDigitized Text

Cognition and Brain FunctioningCognition and Brain Functioning Brain function/Information Processing Brain function/Information Processing

CapacityCapacity New age diagnostic-prescriptive researchNew age diagnostic-prescriptive research

Direct instruction/cognitive strategy Direct instruction/cognitive strategy instruction adapted for the discipline in which instruction adapted for the discipline in which they are appliedthey are applied

Research on Teaching Research on Teaching and Learningand Learning

Teacher EffectivenessTeacher Effectiveness Knowledge of specific problems that SWDs Knowledge of specific problems that SWDs

may experiencemay experience Domain expertise (knowledge of content Domain expertise (knowledge of content

and how to teach it)and how to teach it) Technology applicationsTechnology applications Knowledge of specific assessments and Knowledge of specific assessments and

interventionsinterventions

Pressures on Special Pressures on Special Education Teacher Education Teacher

PreparationPreparation Public Public dissatisfaction with test dissatisfaction with test

performanceperformance

Federal policy requirementsFederal policy requirements NCLB: HQTNCLB: HQT IDEA: Access to the general ed curriculumIDEA: Access to the general ed curriculum

Research advancesResearch advances

Variability in SE service provisionVariability in SE service provision

What will be the impetus and organizing What will be the impetus and organizing construct for SE teacher education construct for SE teacher education reform?reform?

Using an RTI Framework to Using an RTI Framework to Rethink Special Education Rethink Special Education

Teacher PreparationTeacher Preparation

Why Use an RTI Why Use an RTI Framework?Framework?

Provides a clearer role for Provides a clearer role for special education teachers special education teachers than was the case previously. than was the case previously.

Role clarification allows for a Role clarification allows for a clearer articulation of clearer articulation of expertise needed for special expertise needed for special education teaching. education teaching.

Teachers’ Roles in a RTI Teachers’ Roles in a RTI FrameworkFramework

Tier I Tier I is the responsibility of classroom is the responsibility of classroom teachers who provide effective large teachers who provide effective large group instruction.group instruction.

Tier II Tier II is the primary responsibility of is the primary responsibility of classroom teachers but requires closer classroom teachers but requires closer collaboration with special education collaboration with special education teachers who help design small group teachers who help design small group instruction.instruction.

Tier III Tier III is the responsibility of special is the responsibility of special education teachers who provide education teachers who provide specially designed instruction. specially designed instruction.

What might this expertise What might this expertise

look like? look like? In primary grades, research In primary grades, research

on preventing and intervening on preventing and intervening in reading, writing, and math in reading, writing, and math disabilities provide a disabilities provide a framework for distinguishing framework for distinguishing the expertise of general and the expertise of general and special educators.special educators.

What is the needed What is the needed expertise? expertise?

In the example of primary reading In the example of primary reading instruction,instruction, Tier 1Tier 1: knowledge of the reading process, : knowledge of the reading process,

evidence-based practice, and understanding of evidence-based practice, and understanding of students’ literacy challenges. students’ literacy challenges.

Tier 2Tier 2: knowledge of collaboration, small group : knowledge of collaboration, small group instruction, evidence-based interventions, and instruction, evidence-based interventions, and progress monitoring. progress monitoring.

Tier 3: Tier 3: deeper knowledge of literacy and deeper knowledge of literacy and language development, intervention, disability, language development, intervention, disability, and diagnostic assessment.and diagnostic assessment.

Why is RTI different for Why is RTI different for upper elementary and upper elementary and

beyond?beyond?Literacy and language demands of Literacy and language demands of content area instructioncontent area instruction

Thus far, content area instruction Thus far, content area instruction has been unfriendly to students with has been unfriendly to students with disabilitiesdisabilities

Literacy struggles of students with Literacy struggles of students with disabilities combined with secondary disabilities combined with secondary content area demands could be content area demands could be addressed in a RTI frameworkaddressed in a RTI framework

Potential Framework for Potential Framework for RTI in the upper gradesRTI in the upper grades

Content Area Literacy Curriculum Content Area Literacy Curriculum one framework for one framework for conceptualizing tiered conceptualizing tiered instruction and articulating instruction and articulating needed professional expertise needed professional expertise (Deshler & Ehren, 2009)(Deshler & Ehren, 2009)

Tiered Instruction in Tiered Instruction in the CLCthe CLC

Tier 1: Tier 1: Whole class content area Whole class content area instruction that incorporates the instruction that incorporates the principles of universal designprinciples of universal design

Tier 2: Tier 2: Small group instruction Small group instruction focused on cognitive strategies, focused on cognitive strategies, reteaching key concepts, reteaching key concepts, acquiring vocabulary, and acquiring vocabulary, and progress monitoringprogress monitoring

Expertise Required for Expertise Required for Each TierEach Tier

Tier 1: Tier 1: Knowledge of content Knowledge of content enhancement strategies, enhancement strategies, cognitive strategies, and cognitive strategies, and principles of universal design to principles of universal design to teach key ideas and concepts as teach key ideas and concepts as

well as relationships between them. well as relationships between them. improve students’ processing of improve students’ processing of

information and generation of information and generation of written text. written text.


Tier 2: Tier 2: Collaborative skills, Collaborative skills, knowledge of instructional knowledge of instructional procedures, and knowledge of procedures, and knowledge of progress monitoring assessments progress monitoring assessments for providing more intensive, for providing more intensive, responsive small group cognitive responsive small group cognitive strategy instruction and strategy instruction and instruction on selected conceptsinstruction on selected concepts


Tier 3Tier 3: Knowledge needed for : Knowledge needed for providing ongoing, intensive providing ongoing, intensive cognitive strategy instruction, cognitive strategy instruction, language intervention, and language intervention, and remediating basic skill deficits. remediating basic skill deficits. Use of diagnostic assessment, Use of diagnostic assessment, progress monitoring, and progress monitoring, and assistive technology is prominent. assistive technology is prominent.

Recommendations Recommendations

Special education preparation Special education preparation must prepare teachers to have must prepare teachers to have unique expertise that adds unique expertise that adds value to general educationvalue to general educationAligned with research on expert Aligned with research on expert

learners and teacherslearners and teachersProvide additional knowledge of Provide additional knowledge of

evidence-based instruction and evidence-based instruction and assessment for students with assessment for students with disabilitiesdisabilities

RecommendationsRecommendations

Special education teachers first Special education teachers first receive preparation in general receive preparation in general educationeducation

Special education teachers would then Special education teachers would then be selected from the ranks of general be selected from the ranks of general education to receive additional education to receive additional preparation that enables them to preparation that enables them to engage in tiers 2 and 3 instructionengage in tiers 2 and 3 instruction

ChallengesChallenges

Annual teacher shortages since the EHA was Annual teacher shortages since the EHA was passed that are severepassed that are severe

Licensing systems that promote generic Licensing systems that promote generic expertiseexpertise

Quick routes to the classroom with little Quick routes to the classroom with little support for acquiring expertise in content support for acquiring expertise in content pedagogy and special education pedagogypedagogy and special education pedagogy

General education teachers who are General education teachers who are unprepared to meet the needs of students unprepared to meet the needs of students with disabilities with disabilities

Policy StrategiesPolicy Strategies

Inclusion of RTI in reauthorization of NCLBInclusion of RTI in reauthorization of NCLB

Changes in Higher Education Act that Changes in Higher Education Act that promote development of needed expertise promote development of needed expertise among general educatorsamong general educators

Licensure systems that promote a common Licensure systems that promote a common vision of effective teaching and vision of effective teaching and developmental perspective on teacher developmental perspective on teacher change (e.g. Rhode Island)change (e.g. Rhode Island)

Career ladders to ensure that special Career ladders to ensure that special educators are motivated to acquire needed educators are motivated to acquire needed expertiseexpertise

Risk of not ChangingRisk of not Changing

Changes we are proposing are Changes we are proposing are dramatic and difficult to attain; dramatic and difficult to attain; however, if we do not act. . .however, if we do not act. . .students with disabilities will not be students with disabilities will not be

taught by teachers who can help them taught by teachers who can help them access the general education curriculum access the general education curriculum and make AYPand make AYP

And special education teachers may And special education teachers may become unimportant in the RTI movement.become unimportant in the RTI movement.

Thus, viability of our profession rests on Thus, viability of our profession rests on special education’s ability to be a key special education’s ability to be a key contributor to RTIEcontributor to RTIE

special education teacher quality and preparation: constructing a new model paul t. sindelar...

Documents

preparation slide

teacher quality assumptions

views of teacher quality

learning research

noncategorical standards

assumptions beliefs

nclb assessment

academic performance