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

2. 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.

3. 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).

4. 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.

5. 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

6. 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)

7. 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

8. 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

10. 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

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 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.

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

21. Cynde Snider, PhD, NBCT Professional Learning Specialist Division for SPED Services & Supports