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Preparing High Qualified Professionals in Secondary Transition: Use of Technology to Support Professional Development

Preparing High Qualified Professionals in Secondary Transition: Use of Technology to Support Professional Development. Dr. Mary E. Morningstar mmorningstar@ku.edu www.transitioncoalition.org NSTTAC National Summit May 18-21, 2010. Seamless Professional Development. Coursework.

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Preparing High Qualified Professionals in Secondary Transition: Use of Technology to Support Professional Development

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  1. Preparing High Qualified Professionals in Secondary Transition: Use of Technology to Support Professional Development Dr. Mary E. Morningstar mmorningstar@ku.edu www.transitioncoalition.org NSTTAC National Summit May 18-21, 2010

  2. Seamless Professional Development Coursework Staff Development Uses Multiple Sources of Data Includes Program Evaluation Deepens Content Knowledge and/or Pedagogy Research Based Effective Practices in Professional Development Builds Broad-based Support Promotes Equity for All Students Develops Leadership Capacity Is Long Term and Adequately Resourced Higher Education + State Partners Bergeson, Heuschel, Billings, Anderson (2003) Question for today: How can states develop comprehensive, sustained, high-impact professional development systems for transition?

  3. Does Training Really Matter? Research Questions: • What are the levels of preparation & implementation of critical elements of transition services? • Are highly qualified professionals more likely to engage in transition practices? • What are the predictors of implementing transition practices? Randomly selected 6,180 participants from national list of secondary special education teachers: LD, MR, ED/BD, Non categorical/high incidence (Resource), Special Education • Randomly selected stratified sample of 1800: 1,200 LD; 200 MR; 200 ED/BD; 200 Non-categorical • Participants for present study (557; 34% returned) • Completed at 46 item survey: Secondary Teachers Transition Survey

  4. Secondary Transition Teacher SurveyTransitionSkill & Frequency of Implementation

  5. Results: Training MATTERS!!!! Model R R Square Adjusted R Square Std. Error of the Estimate .51170 1 .423a .179 .172 • How prepared are secondary educators? M=2.69 (1=not prepared; 4=very prepared) • How often do they implement transition practices? M=2.70 (1=never; 4=often) • Does feeling prepared increase frequency of implementation? Significant correlation (r[547]=.720, p=.000, two tailed) • What Influences Implementing Transition Activities? F(3,471)=33.96, p=.000 • Number of Transition Courses (b=.261, p=.000) R2=.07 • Transition Staff Development Hours (b=.284, p=.000) R2=.08 • Fully Certified (b=.10, p=.010) R2=.01

  6. www.transitioncoalition.org

  7. KU TransCert Program • Evidence-based research • Aligned with CEC competencies & Kohler’s Taxonomy • Translated from courses • User-validated • Addressing critical needs . . .

  8. Open-Access: Free to All • State-Specific: Specialized

  9. 4 week short courses • Weekly Readings & Online Modules • Threaded Discussion • Activities and videos • Projects • Topics • Introduction to Transition Education & Services • Family and Student Involvement • Transition Assessment • Vocational Training & Employment • Interagency Collaboration

  10. Quality Indicators of Exemplary Transition Programs Needs Assessment Online and Face-to-Face Training, Action Planning & Ongoing Technical Assistance Action Planning & Goal Setting Online Community of Practice; Follow-up Support and Technical Assistance Improved Practices & Impact

  11. Transition Planning Family Involvement Student Involvement Curriculum & Instruction Access to General Curriculum Interagency Collaboration Transition Assessment Comprehensive Approach: Step 1- Needs Assessment Quality Indicators of Exemplary Transition Programs Needs Assessment 7 Domains & 40 Items

  12. QI Results

  13. Step 3: Action Planning & Goal Setting

  14. Step 4: Follow-up Support and Technical Assistance • Communities of Practice • IDEA Partnership • District-supported online COP • Transition Coalition developed COP • Telephone calls • Video conferencing • On site & Events • Work with administrative team Online Community of Practice; Follow-up Support and Technical Assistance

  15. What do you Need to Consider? • What systems do you currently have in place for providing professional development? • Are they working? How is it supported? What else do you need? • How are professional development needs determined? Do you use a formal system to identify state/local needs? • Is it determined based on SEA priorities (e.g., new transition forms, new policies/procedures with VR, etc.) • Who are the critical stakeholders in determining PD needs? • What standards, competencies or endorsements for transition professionals are in place in your state? • What resources do you have for providing ongoing professional development? • (staff, TA Centers, RRCs, IHEs, SIGs/SPDGs, online resources…) • How will you evaluate the effectiveness of your PD system? • What are your priorityareas?

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