RUNNING START: AN ONGOING COMPREHENSIVE INDUCTION PROGRAM FOR BRAND NEW UNLICENSED SPECIAL EDUCATION...
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Transcript of RUNNING START: AN ONGOING COMPREHENSIVE INDUCTION PROGRAM FOR BRAND NEW UNLICENSED SPECIAL EDUCATION...
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RUNNING START: AN ONGOING COMPREHENSIVE INDUCTION PROGRAM FOR
BRAND NEW UNLICENSED SPECIAL EDUCATION TEACHERS AND THEIR
INSTRUCTIONAL COACHES
UTAH STATE PERSONNEL DEVELOPMENT GRANT2010 OSEP PROJECT DIRECTORS’ CONFERENCE
WASHINGTON, D.C.JULY 19-21, 2010
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UTAH’S BIG PROBLEM: TEACHER SHORTAGES
• 50% of new special education teachers hired in Utah are unlicensed.
• It’s been that way for most of the 21st century.
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THE INEVITABLE DILEMNA
SINK SWIM
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Running Start
Ready to Teach on Day 1
A PRACTICAL RESPONSE
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THE PURPOSE OF RUNNING START
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THE FOUR PHASES OF RUNNING START
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RUNNING START’S REACH
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A LOT OF COLLABORATIVE PLANNING
• Planning is continuous throughout the year
• School districts, IHEs, SEA, SPDG are all at the table
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PLANNING IN A CIRCUS ATMOSPHERE!
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FOCUS ON VITAL BEHAVIORS?
• High leverage behaviors that make a big difference
• “Discover a few vital behaviors, change those, and problems—no matter their size, topple.”
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RUNNING START’S VITAL BEHAVIORS
• For Teachers– Reinforce appropriate
behavior and correct responses
– Use signals to gain and maintain student attention
– Elicit student response opportunities
– Correct/re-teach– Model/demonstrate/
guided practice– Monitor student progress
• For Coaches– Observe teacher– Collaboratively explore the
data collected– Demonstrate/teach
instructional behaviors– Provide feedback– Develop positive
relationship with teacher– Provide emotional support
and encouragement
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VITAL BEHAVIORS MANTRA FOR TEACHERS AND COACHES
“To make sure the goal is achieved, I created eight laws of learning: explanation, demonstration, imitation, repetition, repetition, repetition,repetition, repetition.”
Coach John Wooden1910-2010
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INSTRUCTIONAL COACHING AS PARTNERSHIP LEARNING*
The Partnership Principles• Equality• Choice• Voice• Dialogue• Reflection• Praxis• Reciprocity* University of Kansas, Center for Research on
Learning, Instructional Coaching Institute
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Virtual Teach Me
• Developed at the University of Central Florida• Lisa Dieker and colleagues from education,
engineering, computer science, mathematics, and theater departments
• Utah State Personnel Development Grant (Running Start) and Utah State University’s Alternative Teacher Preparation Program have served as a field test site for the past year
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Meet the Kids
Running Start Ready to Teach on Day 1
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TeachMe™ During Running Start
• New teachers practiced vital teaching behaviors– Meet and greet students– Taught pre-written lesson for a academic skills– Taught rules
• Coaches practiced vital coaching behaviors– Observations– Modeling– Data collection– Feedback
Running Start Ready to Teach on Day 1
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Current Uses of TeachMe
• Running Start– Instructional Coach training– Continued BSN training
• USU Alternative Teacher Preparation Program– Severe disabilities– Mild/moderate disabilities
Running Start Ready to Teach on Day 1
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BASIC EVALUATION QUESTIONS• Do Running Start BSNs
– Demonstrate core vital teaching behaviors
– Report high levels of job satisfaction
– Receive high performance ratings from supervisors
– Report positive levels of support from coaches
– Have positive perceptions of the RS training experience
– Remain in teaching (i.e., retention)
• Do coaches…• Implement vital
coaching behaviors with fidelity• Positively influence
student achievement
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Running Start Ready to Teach on Day 1
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JOB SATISFACTION
Running Start Non-RS Running Start Non-RS
I get a lot of joy from my job
95% 93% 92% (70) 91% (58)
My school is a good place to work
86% 92% 86% 92%
Overall level of job satisfaction
91% (52) 89% (38) 86% (53) 86% (44)
2008-09 2009-10
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RETENTION
• One year retention rates for 08/09 Utah BSN cohort– Overall: 90.2%– For licensed BSNs: 91%– For unlicensed BSNs: 90%– For BSNs who attended Running Start: 94%
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COACH FIDELITY OF IMPLEMENTATION
Observe new teacher using a structured observation system 64%
Have a conversation with new teacher about what was observed 70%
Offer specific suggestions to improve teacher performance 88%
Offer encouragement and emotional support 98%
Review student progress data with new teacher 66%
Provide verbal feedback 92%
Provide written feedback 56%
Demonstrate an instructional procedure by modeling it 36%
Communicate with your new teacher via email or text message 92%
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DISCUSSION QUESTIONS
• How do you get brand new unlicensed special education teachers ready to teach on Day One?
• What type of supports do new unlicensed special education teachers and their instructional coaches need at various points during the school year?
• What’s the best evidence of success?
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http://www.runningstartutah.org/