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TEEACH Video Clip . Eye On Teacher Quality In other words, a child has roughly a 15 percent chance of being assigned to a great teacher in any given school year.” (Walsh, 2007, p. 2). What are the Contributing Factors? Executive Summary: Key Findings

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Eye On Teacher Quality

In other words, a child has roughly a 15

percent chance of being assigned to a great

teacher in any given school year.”

(Walsh, 2007, p. 2)

What are the Contributing Factors?

Executive Summary: Key Findings

(State Teacher Policy Yearbook: Progress on Teacher Quality, 2007)

“States do not ensure that special education teachers

are well-prepared to teach students

with disabilities.”

What are the Contributing Factors?

Current pre- and in-service models cost millions of

dollars, but rarely include an accountability

measure linking teacher performance to student

outcomes (Teaching At Risk: A Call to Action, 2004).

What are Contributing Factors?

“Rather than acknowledging that they have real problems to confront, education schools have for the most part continued to do business as usual. Dismissing their critics as ideologues and know-nothings, too many have chosen to ignore not only their own shortcomings, but also the extraordinary changes in the nation and world that should have led education schools to reevaluate the ways in which they prepare educators” (Former President of Teachers College, Columbia University Arthur Levine).

Moving Toward Solutions:

Eight Questions on Teacher Preparation: What Does the

Research Say? A Summary of Findings (Education Commission of the


Five Recommendations:

  • Design preparation programs based on the research.
  • Integrate innovative and emerging technologies.
  • Conduct rigorous performance-based research investigations.
  • Pioneer program partnerships with business and industry, professional organization, and state/federal policy makers.
  • Collaborate with colleges and schools outside the walls off education (i.e., Arts & Sciences, Business, Law).
Are you thinking differently?

In the next three minutes, please list the 17

famous people featured in the 1997 Apple commercial --“Think Different”.

generation m
Generation M
  • Media saturated lives
  • 6.5 hours a day with media - equivalent of a full-time job (44.5 hours a week)
  • 26% of the time young people are using media, they’re using more than one medium at a time
  • Exposed to the equivalent of 8.5 hours a day
more on generation m
More on Generation M
  • 8- to 18-year-old lives in a home with an average
    • 3.6 CD or tape players,
    • 3.5 TVs
    • 3.3 radios
    • 2.9 VCRs/DVD players
    • 2.1 video game consoles
    • 1.5 computers.
  • 24% live in homes with five or more TVs
  • Cable or satellite TV service is widely available (more than eight in ten young people have one or the other), and a majority of youth (55%) get premium channels such as HBO at home.

Revolutionary Programs

Project TEEACH

Special Education



Project LEAD

Special Education



project lead
  • Create online portfolios in “Livetext”
  • Earn certification in how to teach online classes
  • Complete internships in Washington, DC
  • Co-teach university classes
  • Supervise interns
  • Attend special education and content area conferences
  • Publish and present on current research
lead content area projects

Project ASD – Preparing teachers to work

with students with Autism Spectrum Disorder

TJEEI Research Clinic (math, science, reading)


PDP (State funded) Professional

Development Partnership

SIG (state funded) State Improvement


Promoting Inclusive Practice for Content-Area

Reading Through Evidence-Based Video Models.

PIPS Project (OSEP funded)

Project ESTEP

PFITS (OSEP funded) Family Infant Toddler

Developmental Specialists

Lockheed Martin/UCF Mathematics and Science


Virtual Classroom

CSTeP – Collaborative Secondary Teacher

Preparation for All Students

The “Learning Stream”

PACE Paraprofessional Grant

Preparing Diverse Special Educators Using

Alternative Course Delivery Modes and


TATS – Technical Assistance Training System

Project NuestrosNinos/Our Children

Preparing Highly Qualified Personnel to Serve

Students with Severe/Profound Disabilities



  • Insert Project LEAD scholars’ photos or interviews here
project teeach
  • Produce Data Driven Teacher Work Samples –Including Co-Taught Units
  • Complete Internships in Mild and Severe Disabilities
  • Participate in Transformational Mentoring Team Activities
  • Attend and Present at Special Education Conferences
  • Conduct an Action Research Project
  • Use Technology to Improve Evidence-Based Classroom Practices
  • Earn Elementary Special Education Certification
meet the scholars
Meet the Scholars
  • Scholar Interview Video File
lead teeach
  • Using technology to enhance productivity and to improve teaching
  • Working on interdisciplinary projects and teaching in inclusive classrooms
  • Collaborating with families
  • Increasing content knowledge in the field of general education
spotlighting two technology innovations
Spotlighting Two Technology Innovations

Project LEAD

Virtual Classroom


Simulation-based learning


ASD Videos

Brown, 1999

Dieker et al., 2006

Fischler, 2007



(Blackboard Vista)


Electronic Portfolios

Innovative Technology Practices (second life, video creation, text messaging, web mentoring)

  • Project TEEACH
  • Virtual Bug in Ear Coaching
  • Performance-based feedback
  • Scheeler, Ruhl, &McAffee, 2004
  • Rock et al., in press
technology demos
Technology Demos

Project LEAD

Project TEEACH

  • Virtual Classroom Video Clip
virtual bie coaching
Virtual BIE Coaching
  • BIE Coaching Video Clip
challenges solutions
Challenges & Solutions

Project LEAD

Preparing leaders and teachers

Upscaling our work

Built to last (clinic, virtual classroom, technology projects)





Creative Problem


Task Commitment

  • Project TEEACH
  • Bluetooth audio challenges
  • Bandwidth limitations
  • Skype call interruptions
  • Pamela call recording inconsistencies
  • Technical support constraints
project lead studies


  • Effects of Three Instructional Schedules on the Skill Acquisition and Generalization in the Use of Two-way Radios to Report Task Completion by High School Students with Moderate Intellectual Disabilities
  • Early Reading and Assistive Technology
  • Biofeedback for Children with Autism
  • Anchored Instruction and Inclusive Practice
  • Qualitative Inquiry of Teacher’s Ability to Provide Skills-Based and Culturally Responsive Instruction to Multicultural Learners in the Area of Reading
  • Elementary to Middle School Transition for Diverse Populations of Students with Disabilities
  • An Investigation of the Proficiency Level of High School Students with Autism and Mental Retardation within Community-Based Job Settings:
  • The Relationship Between the Use of a Hand-held Computer Compared to Staff Modeling for Accurate Novel Job Skill Acquisition and Student Learning
  • Co-teaching in Secondary Social Studies Using Video Models of Literacy Circles
  • Impact of Video Modeling and Peer Mentoring on the Social Skills of Middle School Students with ASD
  • Web-based Mentoring for Black Males Identified as E/BD
  • Video Discussions in Middle School Co-Taught Mathematics Classrooms
project teeach studies

*Study 1

“Can You Hear Me Now?”

Teacher Education & Special Education

Study 2

“One Year Later”

Action in Teacher Education

Study 3

“Spring Slice Without Feedback”

The Teacher Educator

Study 4

“Feedback: Close-up and Personal ”

Teaching and Teacher Education


Discussion Questions

  • What likely impediments face key project personnel endeavoring to incorporate emerging technologies that enhance leadership and personnel preparation programs?
  • What ethical and moral dilemmas emerge from use of virtual and/or online technologies in teacher education research and practice?
  • How can the technologies be best used to advance research in the fields of general and special education teacher and leadership personnel development programs?
final thought
Final Thought

“The effectiveness of any broader education reform –including standards, smaller schools, and choice – ultimately depends on the quality of teachers in the classroom” (Teaching at Risk: A Call to Action published by The Teaching Commission, 2004, p.15)


Creative Design & Technical Assistance Provided By:UA’s Faculty Resource CenterDr. Marilyn Staffo, Assistant DirectorReata Strickland, CreativeDirectorRick Dowling, Video EditorTeresa Golson, Imaging Lab Supervisor