scholarly journals Developing an Explicit Instruction Special Education Teacher Observation Rubric

2018 ◽  
Vol 53 (1) ◽  
pp. 28-40 ◽  
Author(s):  
Evelyn S. Johnson ◽  
Yuzhu Zheng ◽  
Angela R. Crawford ◽  
Laura A. Moylan
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Explicit Instruction ◽  
Rasch Measurement ◽  
Special Education Teacher ◽  
Teacher Observation ◽  
Research And Practice ◽  
Education Teacher ◽  
Video Observations ◽  
Psychometric Quality

In this study, we developed an Explicit Instruction special education teacher observation rubric that details the elements of explicit instruction and tested its psychometric properties using many-facet Rasch measurement (MFRM). Video observations of classroom instruction from 30 special education teachers across three states were collected. External raters ( n = 15) were trained to observe and evaluate instruction using the rubric and assigned scores of “implemented,” “partially implemented,” or “not implemented” for each of the items. Analyses showed that the item, teacher, lesson, and rater facets achieved high psychometric quality for the instrument. Implications for research and practice are discussed.

scholarly journals Validity of a Special Education Teacher Observation System

2020 ◽  
Vol 25 (1) ◽  
pp. 31-46 ◽  
Author(s):  
Evelyn S. Johnson ◽  
Angela Crawford ◽  
Laura A. Moylan ◽  
Yuzhu Zheng
Keyword(s):  
Special Education ◽  
Special Education Teacher ◽  
Observation System ◽  
Teacher Observation ◽  
Education Teacher

scholarly journals Variance and Reliability in Special Educator Observation Rubrics

2018 ◽  
Vol 45 (1) ◽  
pp. 27-37 ◽  
Author(s):  
Angela R. Crawford ◽  
Evelyn S. Johnson ◽  
Laura A. Moylan ◽  
Yuzhu Zheng
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Mixed Model ◽  
Explicit Instruction ◽  
Generalizability Theory ◽  
Psychometric Evaluation ◽  
Special Education Teacher ◽  
Performance Levels ◽  
Reliability Indices ◽  
Observation Instrument

This study describes the development and initial psychometric evaluation of the Recognizing Effective Special Education Teachers (RESET) observation instrument. The study uses generalizability theory to compare two versions of a rubric, one with general descriptors of performance levels and one with item-specific descriptors of performance levels, for evaluating special education teacher implementation of explicit instruction. Eight raters (four for each version of the rubric) viewed and scored videos of explicit instruction in intervention settings. The data from each rubric were analyzed with a four facet, crossed, mixed-model design to estimate the variance components and reliability indices. Results show lower unwanted sources of variance and higher reliability indices with the rubric with item-specific descriptors of performance levels. Contributions to the fields of intervention and teacher evaluation are discussed.

scholarly journals Boosting School Administrator Confidence When Evaluating Special Educators Through District Support and Training

2020 ◽  
Vol 5 (2) ◽  
pp. 86-95
Author(s):  
Corrine Aramburo ◽  
Janelle Rodl
Keyword(s):  
Special Education ◽  
Teacher Evaluation ◽  
General Education ◽  
Special Education Teachers ◽  
School Administrators ◽  
Special Education Teacher ◽  
School Administrator ◽  
School Site ◽  
Education Teacher ◽  
District Support

This current study is an exploratory, secondary data analysis of a survey assessing training, district support, and confidence of school administrators when it comes to special education teacher evaluation. The present study specifically examines (a) if the influence of district training regarding special education teachers influences the confidence of school administrators to evaluate and observe special education teachers, (b) if administrators with a general education credential differ from administrators with a special education credential regarding the type of district support needed to better evaluate special education teachers; and (c) if possessing a special education credential influences an administrator’s confidence when evaluating both general and special education teachers at their school site. Results indicated that district training regarding special education teacher evaluation increased administrator confidence and that administrators with general education credentials desired more district support overall than did their counterparts with a special education credential. The data also showed that administrators with a special education credential felt significantly more confident evaluating special education and general education teachers than did their counterparts from general education backgrounds. Implications for the field of special education evaluation and future directions are discussed.

Strategies for Recruiting and Retaining Black Male Special Education Teachers

2018 ◽  
Vol 40 (4) ◽  
pp. 236-247 ◽  
Author(s):  
LaRon A. Scott ◽  
Quentin Alexander
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Black Teachers ◽  
Special Education Teacher ◽  
Teacher Preparation Programs ◽  
Future Research ◽  
Preparation Programs ◽  
Education Teacher ◽  
Recruitment And Retention ◽  
Teacher Workforce

In 2015, the National Goals Conference for and with people with intellectual disability encouraged the field of special education to recruit and retain more Black teachers. In this grounded theory study, 18 Black men were interviewed to learn more about experiences surrounding recruitment and retention in special education teacher-preparation programs (SETPPs) and for teaching careers in special education. Findings led to the development of a theory based on three constructs: (a) motivations for becoming a special education teacher, (b) attractions to SETPPs, and (c) focused strategies for recruitment and retention that indicated several strategies that SETPPs and school divisions should consider (e.g., funding, distance education program, mentorship) when attempting to recruit and retain Black males into training programs and for special education careers. The implication for the special education teacher workforce and potential for future research are discussed.

Preparing Pre-Service Special Education Teachers to Facilitate Parent Involvement, Knowledge, and Advocacy: Considerations for Curriculum

2018 ◽  
Vol 42 (4) ◽  
pp. 283-296 ◽  
Author(s):  
Natasha M. Strassfeld
Keyword(s):  
Special Education ◽  
Parent Involvement ◽  
Conflict Resolution ◽  
Teacher Preparation ◽  
Special Education Teachers ◽  
Home School ◽  
Special Education Teacher ◽  
Teacher Preparation Program ◽  
Education Teacher ◽  
School Collaboration

More than 40 years after passage of the Individuals with Disabilities Education Act (IDEA), some special education teacher preparation programs offer limited coursework on parent involvement, advocacy, or home–school collaboration. For pre-service special education teachers and/or novice special education teachers working with students with disabilities and their parents in practice, prior parent involvement coursework often enhances knowledge and abilities to provide resources, advocacy support, and insight. Yet, for this to occur in practice, special education teacher preparation program faculty should continue to consider how curriculum that instructs and provides resources regarding home–school collaboration, advocacy, conflict resolution, and federal legislation and programmatic support can enhance parent involvement. Therefore, this article examines IDEA parent involvement provisions, IDEA-mandated and federally funded conflict resolution options, and Parent Training and Information Centers that provide parents resources and support. Also, this article offers suggestions for teacher preparation faculty developing or refining parent involvement curricula.

Increasing the Rural Special Education Teacher Pipeline Through Asynchronous Online Instruction: A Program Description of the Colorado Christian University Alternative Certification Program

2019 ◽  
Vol 38 (3) ◽  
pp. 151-161
Author(s):  
Marla J. Lohmann ◽  
Bushrod White ◽  
Kathy A. Johnson
Keyword(s):  
Special Education ◽  
School Districts ◽  
Special Education Teachers ◽  
Special Education Teacher ◽  
Rural School Districts ◽  
Certification Program ◽  
Christian University ◽  
Education Teacher ◽  
Online Coursework ◽  
Program Description

There is a documented shortage of special education teachers nationwide, and many rural school districts report hiring uncertified or temporary teachers to fill the open positions. To meet the needs of rural schools in our state, Colorado Christian University developed an asynchronous online alternative special education teacher certification program. Colorado Christian University’s program includes 12 months of online coursework, as well as remote video supervision. This article provides a brief description of the program and preliminary data supporting its effectiveness in meeting the needs of rural Colorado schools.

scholarly journals Comparing Special Education Teachers’ Personality Profile With Their Choice to Teach

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
LaRon A. Scott ◽  
Lauren Bruno ◽  
Philip Gnilka ◽  
Linday Kozachuk ◽  
Katherine Brendli ◽  
...  
Keyword(s):  
Special Education ◽  
Special Education Teachers ◽  
Geographical Location ◽  
Special Education Teacher ◽  
Directed Search ◽  
Personality Profile ◽  
Personality Profiles ◽  
Education Teacher ◽  
Holland Codes ◽  
K 12

Researchers have yet to examine the association of Holland personality profiles as it relates to special education teachers. In response to this need, we report the personality and vocational profiles (Holland Codes) of 134 special education teachers across a special education training program. The purpose of this paper is to summarize findings from the Self-Directed Search measure commonly used to assess the personality of participants in an occupation and suggest implications for participants’ choice in becoming a special education teacher. Our focus was on personality match with vocational choice to include participants’ demographic (e.g., gender, race/ethnicity, and geographical location) profile. Findings from the study reveal that while special educators’ overall personality profile is congruent with the Holland Codes associated with special education teachers, other features may explain participants’ choice to pursue a career as a special education teacher. Implications for teacher preparation programs and K-12 schools training are recommended based on the research findings.

scholarly journals Special education teachers in training and ethical competence development. An exploration at the University of Sassari

2021 ◽  
Vol 21 (2) ◽  
pp. 64-77
Author(s):  
Paolo Calidoni ◽  
Filippo Dettori ◽  
Giusy Manca ◽  
Luisa Pandolfi
Keyword(s):  
Special Education ◽  
Moral Education ◽  
Special Education Teachers ◽  
Point Of View ◽  
Special Education Teacher ◽  
Exploratory Research ◽  
Lower Secondary School ◽  
Education Teacher ◽  
School Contexts ◽  
The University

In school contexts, ethical competences are crucial in order to make the teacher able to manage the class dynamics and the relationships with families and colleagues. These competences are all the more necessary to the special education teacher. These competences are neither specified nor defined at regulatory and teacher training level; nevertheless, they are transversally present in many of the skills required to the special education teacher. This paper describes an exploratory research carried out at the University of Sassari in the context of a national research project on moral education in lower secondary school. The aforementioned exploratory research aims to assess the point of view of special education teachers during their training, in order to define adequate training strategies for the development of ethical, reflective and argumentative skills. On the basis of the results, guidelines were set for a training course that is being currently in test phase.   Insegnanti di sostegno in formazione e sviluppo della competenza etica. Un’esperienza presso l’Università di Sassari Nel contesto scolastico la competenza etica dell’insegnante si configura come una competenza molto importante per la gestione delle dinamiche della classe e dei rapporti con le famiglie e con i colleghi. Particolare rilevanza assume per l’insegnante specializzato per le attività di sostegno didattico agli alunni con disabilità. I decreti ministeriali non individuano in modo esplicito questa competenza, che appare come trasversale a molte delle abilità considerate centrali per il profilo dell’insegnante di sostegno. Il presente contributo descrive una ricerca esplorativa realizzata presso l’Università di Sassari, nell’ambito di un PRIN sull’educazione morale nella scuola secondaria di primo grado, che ha la finalità di ascoltare il punto di vista degli insegnanti di sostegno in formazione per definire adeguate strategie formative per lo sviluppo di competenze etiche, riflessive ed argomentative. Gli esiti emersi sono alla base di un percorso formativo in corso di ’prova’ sul campo.

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