Multi-Level Partnerships:

Comprehensively Supporting Beginning

Special Education Teachers with States,

Universities, and Districts

#H325Q070002

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?

NCIPP National Center to Inform Policy and Practice in Special Education Professional Development

Mary Brownell, Ph.D.

Paul Sindelar,Ph.D.

Meg Kamman, Ph.D.

Erica McCray,Ph.D.

OSEP Project Officer: Bonnie Jones

NCIPP National 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

NCIPP Trajectory

IdentifyPromising

Practices/Induction Programs

Technical

Assista

nce/Disseminati

on

Technical

Assista

nce/Disseminati

on

Models of Quality Induction and Mentoring Practice

Literature Syntheses

& Policy Analysis

TA Goal

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

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 program and some strategies for addressing them

Ways of evaluating progress

Process

1. Review of Model Programs/Best Practices

2. Needs Assessment

3. Action Plan

4. Continuous Collaboration: IHE/LEA/District

Needs Assessment

Action Plan

Checklist

**Checklists also exist for Evaluation and Professional Development

Facilitated Collaboration

Annual Meetings

Monthly Check-ins

State

University

Counties

NCIPP

West Virginia State Map

State Application for Technical Assistance

Shortage of special education teachers encouraged WVDE to begin focus on beginning teacher induction and mentoring

Need 2 types of support:Socialization associated with teacher

retentionInstructional coaching associated

with improving instructional practice

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 qualityincreasing student achievementretaining effective teachers

West Virginia DOE PlanStrategy to achieve goals, ameliorate roadblocks

Effective Special

Education

Teacher

National Board

Certification

Professional

Development

E-Mentoring

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

Needs Identified by Counties

Instruction

• Data-Driven Decision Making• Instructional Strategies

• Reading, Math, & Writing• Behavior Management

• Instructional Modifications/Accommodations/LRE

• Next Generation Content Standards and Objectives (Common Core State Standards)

• Co-Teaching• Parent Communication• Technology Integration• Assessment

Procedures

• Individualized Education Program

• Progress Monitoring, IEP Goals• FBA, BIP• Manifestation Determination• Determining ESY Data• Scheduling Staff• Medicaid Billing/Documentation• Creating Student Schedules

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

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

WV CONNECT

University Plan

Creating an Online Network of New and Experienced Collaborative Teachers

Goal

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

State

University

Counties

WV CONNECT

The website houses resources for:

1. Counties 2. Beginning teachers 3. Mentors 4. Teacher Educators

WV CONNECT Continued

WV CONNECT Continued

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.”

Who We Are

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

State Policy & County Responsibility

Personnel Department of Raleigh County• Director of

Personnel• Certification

Specialist

Timeline of Events

September 2011:

Kick-Off Meeting

Oct 2011 – Sept 2012: Monthly Phone

Calls with NCIPP

October 2012: Second

Year Meeting

2012 – 2013:

Monthly Phone

Calls with NCIPP

Year One (2011-2012)

1. Data Collection & Analysis

2. Garner Support

3. Create Program Goals

4. Develop Mentoring Program

Components

Year Two (2012-2013)

1. 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.

2. Implement Mentor ProgramTA Supports:

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.”

Program Goals

Improve knowledge and skill in implementing

evidence based practices in literacy, mathematics, and other content instruction

Improve collaborative skills through opportunities for networking and reflective

practices

Implement essential district policies that have

professional implications for special educators

Maintain job satisfaction to better ensure that teachers will continue to work in the field of special education

Induction

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.

Professional

Developm

ent

• PD Tailored to Beginners’ Needs• County Based• State Provided

• Mandatory and Optional• Follow-Up with Mentor

• Conferences• Observations• Activities• Self-Reflection

SupportPersonnel

• Beginner Teacher Portfolio• Identifies Specific Support Person• Provides Contact Information

All New Special Education Teachers

New Special Education Teachers working with

the Low Incidence Population

New Special Education Teachers working with Pre-K Special Needs

PopulationWest Virginia Department of Education Special Education Beginning Teacher Academy (SEBTA) monthly webinars (8

hrs)

West Virginia Department of Education Special Education Teacher Autism Academy

(24 hr) 

Reliability Training for Early Learning System (6hr)

NCIPP provided Mentor Update Activities after each

SEBTA webinar (8 hr)

RESA I Sponsored Common Core Essential Standards

Training (7hr)

Celebrating Connections Conference (6hr)

West Virginia Department of Education Special Education

Teacher Math Academy (42 hr)

RESA I Sponsored Dynamic Learning Maps Assessment (7

hr)

Behavior Workshop (3 hr)

Monthly County Level Professional Learning

Community Meetings (12 hr)

Training on County Adopted Curriculums and

Supplemental Materials (7 hr)

Creative Curriculum Training (6hr)

New Special Education Teacher IEP Training (6 hr)

County Training on Using the Acuity Testing Platform (7hr)

Early Learning Standards Framework (3 hr)

County Training on Common Core Standards (3 hr)

   

Crisis Prevention and intervention Training (12hr)

Breakdown of Goal 1

Goal 2: Beginning Special Education Teachers will

improve collaborative skills through opportunities for networking and reflective

practices.

Model Classroom

Visits

Participate in PLCs

Facetime with Mentors

Classroom Observations

and Feedback

Frequent Group

Meetings

-Regularly Scheduled Beginner Meetings -Monthly Mentor/Mentee Meetings -Opportunity to Collaborate -Opportunity for Problem Solving

-Monthly PLC Meetings-NCIPP & WVDE New Teacher Webinars provided follow-up activities-WVDE eMentoring-Various PD Sessions

Beginning Teachers may be released from their normal day to visit another classroom or school to observe best practices in action

Mentors and Support Personnel:• Visit the

Classrooms• Provide

Feedback

iPads for Everyone!

Facetime with

Mentors

Participate in PLCs

Classroom Observatio

ns and Feedback

Frequent Group

Meetings

Model Classroom

Visits

“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

Breakdown of Goal 2

Goal 3:Beginning Special Education Teachers will

implement essential district policies that have professional implications for special

educators.

Utilize Assistance from Case Manager

Participate in IEP training

Utilize state level supports available

Case Managers

•Monthly Classroom Visits•Assist in writing IEPs•Attend all IEP meetings•Assist in monitoring students’ grades, behavior referrals, and potential dropouts

IEP Training

• WVDE Webinar “IEP Overview”

• Mandatory IEP Training

• PLC topics “Writing Effective IEPs” and Accessing the On-Line IEP Program

State Level Supports

•WVDE Webinars•Digital Courses for new teachers and mentors•Cadre of statewide mentors through an eMentoring program•National Board Certification

Breakdown of Goal 3

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.

Attend Meet and Greet

Receive Reference

Guide

Receive Recogniti

on

Attend Meet and Greet

• Welcome Packet • Teacher Gift

Reference Guide

• Contact Information

• Protocol for Seeking Assistance

• Checklist of Critical Action Steps in the First Thirty Days

• School Calendar• Access to Raleigh

County Schools Personnel Policy Manual

• Application for Setting Up an Educator Internet Email Account

• Schedule of New Teacher PLC Dates

Recognition

• Recognition at a Monthly Meeting for Completion of a Successful First Year of Teaching

• Accomplishments Reported in the News Briefs the Raleigh County School Newspaper

• Certificate of Completion Listing Professional Development Participation

Breakdown of Goal 4

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

Barriers

The Investment of Time

Funding

Getting School Administrators on Board

Willingness of Mentors to Take On More

Accountability

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.

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?