#H325Q070002

1. Multi-Level Partnerships: Comprehensively Supporting Beginning Special Education Teachers with States, Universities, and Districts #H325Q070002

2. Discussion Questions How do teams of IHEs, LEAs, and SEAs collaborate to implement change and leverage resources in induction for beginning special educators? What processes assist in developing partnerships (IHEs, LEAs, and SEAs)? What are the strengths and barriers to partnerships = as a means for implementing change in the support for beginning special educators?

3. NCIPPNational Center to Inform Policy and Practice in Special Education Professional Development Mary Brownell, Ph.D. Meg Kamman, Ph.D. Paul Sindelar, Ph.D. Erica McCray, Ph.D. OSEP Project Officer: Bonnie Jones

4. NCIPPNational Center to Inform Policy and Practice in Special Education Professional Development • To improve teacher quality and increase commitment to teaching students with disabilities by • Informing special education policy and practice on induction and mentoring • Identifying and recommending induction and mentoring implementation strategies • Resources available free on our website www.ncipp.org • Reports, briefs, program descriptions, and webinars

5. NCIPPTrajectory TechnicalAssistance/Dissemination Models of Quality Induction and Mentoring Practice Identify Promising Practices/ Induction Programs Literature Syntheses & Policy Analysis Technical Assistance/Dissemination

6. TA Goal Improve the induction practices for beginning special education teachers in a minimum of one area (mentoring, professional development, or evaluation)

7. Tangible outcomes of our success • TA recipients develop or identify: • Clear, measurable goals for improving the quality of induction and mentoring of beginning special education teachers that are aligned with best practices in induction and mentoring • A targeted plan of action and timeline • Roadblocks to implementing the induction and mentoring programand some strategies for addressing them • Ways of evaluating progress

8. Process • Review of Model Programs/Best Practices • Needs Assessment • Action Plan • Continuous Collaboration: IHE/LEA/District

9. Needs Assessment

10. Action Plan

11. Checklist **Checklists also exist for Evaluation and Professional Development

12. Facilitated Collaboration • Annual Meetings • Monthly Check-ins NCIPP

13. West Virginia State Map

14. State Application for Technical Assistance Shortage of special education teachersencouraged WVDE to begin focus on beginning teacher induction and mentoring Need 2 types of support: • Socialization associated with teacher retention • Instructional coaching associated with improving instructional practice

15. State Goal To reduce unwanted teacher turnover by creating an induction program aimed at ensuring a committed high quality special education teacher force by: • building instructional quality • increasing student achievement • retaining effective teachers

16. West Virginia DOE Plan Strategy to achieve goals, ameliorate roadblocks

17. Professional Development • Based on County Needs Assessment • 10 monthly 1-hour digital courses for 1st year teachers • Best Practice Checklist • Mentor Update • Expand to 2nd year teachers for 2013-2014 • Stipend for attendance

18. Needs Identified by Counties

19. National Board Certification Goal: • Encourage Experts in Special Education • Build Strong Cadre of Mentors Take One! • Standards-based approach for improving teaching practice and links student learning to effective instruction. Paid for by State

20. E-Mentoring Plans Establish Statewide cadre of low-incidence mentors Online Platform decision/collaborate with IHEs • Facilitator Pilot mentor assignment for most rural areas, open invitation

21. WV CONNECT University Plan Creating an Online Network of New and Experienced Collaborative Teachers

22. Goal • Provide an online location for aligned and shared resources to support beginning special education teachers.

23. WV CONNECT The website houses resources for: Counties Beginning teachers Mentors Teacher Educators

24. WV CONNECT Continued

25. WV CONNECT Continued

26. Raleigh County Plan Praise from a Beginner: “I strongly agree that I am a better special education teacher because of the mentoring program. There were several areas of the job that I was unfamiliar with and having someone to feel comfortable to ask questions to was very reassuring.”

27. Who We Are

28. Demographics of Raleigh County • Population - 79,220 • Public Schools – • Elementary 19 • Middle 5 • High Schools 4 • Career and Technical Center 1 • Total Student Population – 12, 340 • Students with Disabilities - 1,534 • Total Administrators, Teachers, and Service Personnel - 1,500

29. State Policy & County Responsibility

30. Timeline of Events • Year One (2011-2012) • Year Two (2012-2013) • Data Collection & Analysis • Garner Support • Create Program Goals • Develop Mentoring Program Components • Plan & Prepare for Implementation • Made contacts with personnel who would be involved. • Mapped out the first year’s events. • Scheduled events. • Presented the program to the Special Education Office Staff. • Implement Mentor Program TA Supports:

31. Raleigh County Mentoring Plan Overview “The staff of our special education department shared their knowledge and expertise in monthly meetings and created a really strong community of leaders and learners.” “Thank you for all the opportunities to solve difficult problems and creating a collaborative and supportive school environment for special education staff.”

32. Program Goals

33. Goal 1: Beginning Special Education Teachers will improve their knowledge and skill in implementing evidence based practices in literacy, mathematics, and other content area instruction.

34. Breakdown of Goal 1

35. Goal 2: Beginning Special Education Teachers will improve collaborative skills through opportunities for networking and reflective practices.

36. Breakdown of Goal 2 Frequent Group Meetings Participate in PLCs Model Classroom Visits Classroom Observations and Feedback Facetime with Mentors • “The mentoring program helped in my use of technology. It allowed me the opportunity to receive an iPad which has become a lifeline for meetings, behavior tracking of students, collaboration with other professionals, instant communication to parents, and documentation of daily assignments and classes. This has been the biggest and most useful tool I have received to this point in my career.”  • -A Beginner Teacher

37. Goal 3:Beginning Special Education Teachers will implement essential district policies that have professional implications for special educators.

38. Breakdown of Goal 3

39. Goal 4:Beginning Special Education Teachers will maintain job satisfaction to better ensure that teachers will continue to work in the field of special education.

40. Breakdown of Goal 4

41. Accountability • Portfolio • Provides both Accountability and Organizational Tool • Beginning Teacher • Requirement Checklist • Records for Joint Planning, Orientation, & PD • Professional Support Team Log • Weekly Mentor Log • Mentor • Observation Log • Weekly Meeting Tracker

42. Barriers • The Investment of Time • Funding • Getting School Administrators on Board • Willingness of Mentors to Take On More Accountability

43. Goals for Next Year • Provide more assistance to principals in being aware of their role and being actively involved in support of new teachers. • Work with county leadership team to increase the expectations of accountability of mentors. • Continue working with the West Virginia Department of Education and NCIPP to offer a collaborative and comprehensive mentorship program.

44. Discussion Questions How do teams of IHEs, LEAs, and SEAs collaborate to implement change and leverage resources in induction for beginning special educators? What processes assist in developing partnerships (IHEs, LEAs, and SEAs)? What are the strengths and barriers to partnerships = as a means for implementing change in the support for beginning special educators?