Georgia Induction of Beginning Special Education Teachers Pilot Signetwork Coaching PLC January 15, 2013

Background Superintendent’s Vision Scottish Model Expert Advisory Group Research on Impact of Formative Assessment for Teachers (d = .90) and on Classroom Coaching for Teachers Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge Joyce, B., & Showers, B. (2002). Student Achievement Through Staff Development (3rd ed.). Alexandria, VA: ASCD. Qtd. in Fixen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida.

A Summary of a Meta-analysis of the Effects of Training Table 1 A Summary of a Meta-analysis of the Effects of Training and Coaching on Teachers’ Implementation in the Classroom OUTCOMES (% of participants who demonstrate knowledge, demonstrate new skills in a training setting, and use new skills in the classroom) TRAINING COMPONENTS Knowledge Skill Demonstration Use in the Classroom Theory and Discussion 10% 5% 0% + Demonstration in Training 30% 20% + Practice & Feedback in Training 60% + Coaching in Classroom 95% Source: Joyce & Showers (2002). Qtd. in Fixen, et al. (2005).

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.

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

Participants & Partners LEA Participants GaDOE & Partners Five Local Education Associations (LEAs) Beginning Special Education Teachers (SET Induction Coaches (ICs) Building Administrators Special Ed Administrators GaDOE Program Coordinator GaDOE Specialists 1 University Advisor (year 1 only) 4 University Partners (year 2 only) Georgia Professional Standards Commission (PSC)

Professional Development—ICs Year 1—FY11 Year 2—FY12 July—2 ½ days on coaching Working with adult learners Needs of beginning teachers Building rapport Guided Practice Coaching System* Observing and conferencing* Clarifying and mediating questions* Paraphrasing Ensuring program fidelity Data collection Monthly webinars Statewide professional learning—October Statewide professional learning—January June—3 days IRIS (George Ann Rice, PIC) Influencer Training July—2 days on Action Research Quarterly conference calls October (just ICs) Working with University Partners Common Core GPS January (just ICs)—Universal Design for Learning

Professional Development—SETs Year 1—FY11 Year 2—FY12 4 hours of coaching weekly for 36 weeks 2 hours of observation 1 hour of planning/conferencing 1 hour of coach preparation Monthly embedded PD Focus* Eight days of release time for PD, including peer observations Statewide professional learning—October Statewide professional learning—January 3 hours of coaching weekly for 36 weeks 1 hour of observation Action Research Four days of release time for PD, including peer observations 15 extended day hours for work with coach, including 1 extended day hour per month with general ed co-teaching partner

Additional Coaching 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

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

Action Research Example Grade 7- Math

Retention Data PATHWAY INTENTION RETENTION Gen Ed SPED ??? Year 2 Alternate Pathway (4) 4 Gen Ed Trained (8) 3 2 6* Paraprofessional (6) 1 5 6 SPED Trained (2) 0*** *Two of the original Gen Ed trained teachers 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.

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

Cynde Snider, PhD, NBCT Professional Learning Specialist Division for SPED Services & Supports csnider@doe.k12.ga.us 404-657-9971