Georgia Induction of Beginning Special Education Teachers Pilot

1. Georgia Induction of Beginning Special Education Teachers Pilot Personnel Improvement Center Webinar October 10, 2012

2. Background • Superintendent’s Vision • Scottish Model • Expert Advisory Group • Research on Impact of Formative Assessment for Teachers [d = .90] Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.

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.

4. Program Goals • To improve student achievement through the development of highly effective and professional special education teachers • To improve student achievement through the retention of special education teachers

5. Funding

6. Participants & Partners

7. Professional Development—ICs

8. Professional Development—SETs

10. Coaching Tools* Coaching Contact Tools Observation Tools • Global Scanning Observation Tool • General Pre-Conference Form • General Post Observation Forms • Pre- and Post Observation Reflections • Focused Observation Form • Classroom Assessments Observation Tool Co-Teaching Intervention Tools Action Research Tools

17. Data Collection • Disaggregated Data from Coaching Logs • Qualitative Data Surveys • Beginning Teacher Portfolios—Year One • Action Research Summaries—Year Two • Retention Data

18. Action Research Example Grade 7- Math

19. Retention Data *Of the two Gen Ed trained teachers who 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.

20. Lessons Learned • Coach selection* • Beginning teacher selection • Site administrator participation • Time commitments • Sustainability

21. Cynde Snider, PhD, NBCTProfessional Learning SpecialistDivision for SPED Services & Supportscsnider@doe.k12.ga.us404-657-9971