1 / 27

Highly Qualified Teachers for Students with Disabilities

Leading P-12 Students to High Standards of Learning (T OR F). A student's educational experience is only as good as the teacher leading the class each year.Three years of poor teaching and a student may never catch up.Is the goal of education covering curriculum or coaching self-motivated learners

jeb
Download Presentation

Highly Qualified Teachers for Students with Disabilities

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    1. Highly Qualified Teachers for Students with Disabilities GAEL – GAPSC Advancing Teacher Quality in Georgia Workshop March 22, 2005 Susan B. Brown, Ph.D. Department of Special Education http://www.kennesaw.edu/education/specialed Kennesaw State University sbrown1@kennesaw.edu

    2. Leading P-12 Students to High Standards of Learning (T OR F) A student’s educational experience is only as good as the teacher leading the class each year. Three years of poor teaching and a student may never catch up. Is the goal of education covering curriculum or coaching self-motivated learners? Should educators weed out poor students or promote their self-concept? A highly qualified teacher is content driven.

    3. Effective Schools Research Marzano, R. J. (2003) What works in schools: Translating research into action. Alexandria, VA: ASCD School-Level Factors: A Guaranteed & Viable Curriculum Challenging Goals & Effective Feedback Parent & Community Involvement Safe & Orderly Environment Collegiality

    4. Effective Schools Research Marzano, R. J. (2003) What works in schools: Translating research into action. Alexandria, VA: ASCD Student Level Factors Home Environment Learned Intelligence & Background Knowledge Student Motivation

    5. Effective Schools Research Marzano, R. J. (2003) What works in schools: Translating research into action. Alexandria, VA: ASCD Teacher-Level Factors Instructional Strategies Classroom Management Classroom Curriculum Design

    6. Relative Impact of School & Teacher Marzano, (2001) Teacher/School Enters 2 Yrs. Average School & Teacher 50% ile 50% ile Highly Effect School & Teacher 50% ile 96% ile Highly Ineffective School & Teacher 50% ile 3% ile Highly Effective School & Highly Ineffective Teacher 50% ile 37% ile Highly Ineffective School & Highly Effective Teacher 50% ile 63% ile Highly Effective School & Average Teacher 50% ile 78% ile

    8. NCLB, IDEA, and Teacher Quality “The promise of the standards era is straightforward: All students can and will learn more than they are currently learning, and all students will succeed if schools expect the highest academic standards. If students do not succeed, then public schools must be held accountable for their failure” (np).

    9. NCLB & IDEA Preparing Teachers to Meet the Needs of All Learners

    10. NCLB – IDEA Requirements for Special Education Teachers Full state certification in Special Education Qualified to provide support to a highly qualified content teacher providing instruction to students in a core academic subject Qualified to provide instruction to students with disabilities in non-core academic subjects

    11. Special Education & Core Subjects The highly qualified teacher requirements apply only to teachers providing direct instruction in core academic subjects. Special educators who do not directly instruct students in core academic subjects or who provide only consultation to highly qualified teachers in adapting curricula, using behavioral supports and interventions or selecting appropriate accommodations, do not need to demonstrate subject-matter competency in those subjects.

    12. Special Education Teachers Teaching Multiple Subjects Full state certification in Special Education Meet ESEA Elementary, Middle or Secondary Qualifications Demonstrate same competence in core subjects taught as other Elementary, Middle or Secondary Teachers Qualified to teach these core subjects to students with or without disabilities at the level of their certificate

    13. Special Education Teachers Teaching to Alternate Achievement Standards Full state certification in Special Education Meet ESEA Elementary, Middle or Secondary Qualifications Meet elementary level qualifications OR Meet subject matter knowledge appropriate to level of instruction being provided (assessment level vs. grade level) Needed to effectively teach to these standards

    15. What Lens Do We Use?

    16. Administrators

    17. Teachers

    18. Students

    19. Parents Goals

    20. No Child Left Behind 4 Pillars Stronger accountability for results Accountability for Schools Adequate Yearly Progress Achievement Gap More freedom for states and communities Proven education methods More choices for parents

    21. Special Education Teachers The highly qualified teacher requirements apply only to teachers providing direct instruction in core academic subjects. Special educators who do not directly instruct students in core academic subjects or who provide only consultation to highly qualified teachers in adapting curricula, using behavioral supports and interventions or selecting appropriate accommodations, do not need to demonstrate subject-matter competency in those subjects.

    22. Qualifications of General Education Content Teachers to Serve Students with Disabilities

    23. Meeting the challenge “The discord over how to define and develop “highly qualified” teachers has less to do with research evidence than with funding and politics” (np).

    24. Meeting the Mandate Through Professional Development Content related to GPS Curriculum mapping Pedagogy related to GPS Research-based best practice Differentiated instruction Collaborative and co-teaching models Cross-training (general – special education)

    25. Meeting the Mandate Through Professional Development Accommodations for students with different learning styles and abilities including ELL, diverse, Gifted, at-risk, and students with disabilities Assessment and action research models to track impact on student learning and adjust instruction as needed Data analysis and reflective practice to improve classroom instruction and student learning

    26. Meeting the Mandate Through Scheduling & Delivery Models Provide for planning time Assign special education teachers to content or grade team Consider dispositions in teaming Provide professional development & peer support Address access to general education curriculum in IEP development

    27. Bringing all students to higher levels of learning

    28. Resources United States Department of Education (2003). Meeting the highly qualified teachers challenge. Washington, DC: Author. US Government Accountability Office (2004). Special Education: Additional assistance and better coordination needed among education offices to help states meet the NCLBA teacher requirements. Washington, DC: Author. http://www.ed.gov/nclb/ http://www.cec.sped.org/pp/cec_pol.html

More Related