Presentation on theme: "Wanda Wade, M.Ed. Dr. Lee Cross Dr. Jennifer Platt University of Central Florida Wanda Wade, M.Ed. Dr. Lee Cross Dr. Jennifer Platt University of Central."— Presentation transcript:
Wanda Wade, M.Ed. Dr. Lee Cross Dr. Jennifer Platt University of Central Florida Wanda Wade, M.Ed. Dr. Lee Cross Dr. Jennifer Platt University of Central Florida Can You Hear Us Now? Induction Support and the Voices of First Year Special Education Teachers. CED Faculty and Student Research Symposium Wednesday, April 22, 2009
PACE Paraprofessionals Acquiring Certification in Exceptional Education A program that: - - Provides tuition support for paraprofessionals through an OSEP grant - - Relieves the shortage of qualified special education teachers in central Florida - - Prepares paraeducators to be special education teachers - - Provides support to PACE program completers through an induction process
PACE Participants 54 total participants 22 current participants 32 graduates 2005 8 2006 1 200713 200810 Experience as a paraprofessional From 2-26 years
Need for Induction Program The single most critical component of educational achievement is a well-prepared teacher (Darling- Hammond, 2003). Nearly one-third of all new teachers in the United States leave the teaching field within their first 3 years of teaching (Gimbert et al., 2005). Special education teachers traditionally leave their positions at disproportionately higher rates than their peers in general education with nearly 30 % of special education personnel leaving the profession after their first year of teaching (Katsiyannis, Zhang, & Conroy, 2003).
Research Questions for PACE Graduates…. What area(s) do you think is/are most urgent in terms of your need for assistance and support during your first year of teaching? What assistance and support could our project provide you through an Induction Program?
Reliability of Data Trained observers and interviewers Triangulation of Qualitative Data Data collection by 3 different methods Interviews, surveys, questionnaires Findings from each were compared from multiple observers and interviewers Fidelity of treatment checks Implementation of strategies gained through professional development
Qualitative Procedure Focus Group Data Collection Focus Group Format Agenda provided 3 focus groups 4-5 members each Open forum questions Chart paper for recording responses Notes on computer Recorded & Transcribed Themes and Sub themes developed
University of Central Florida College of Education December 13, 2008 PACE Reunion and Induction Program Focus Group Questions 1. 1. Discuss any obstacles/challenges you encountered as you transitioned from paraprofessional to classroom teacher and how you overcome them. 2. 2. Describe any factors that contributed to a successful mentoring experience. 3. 3. Provide feedback regarding your support from Mentors, Co-workers, and Administration as you transitioned from Paraprofessional to Lead Teacher.
Positive ExperiencesChallengesComments Earned respect Feeling of support from administration and other teachers Positive feedback from those mentors who were supportive Support from UCF was good and would not have made it without their assistance Limited contact and communication Mentor was not in ESE Availability of mentor Support Mentor requirement for National Board Certification Mentor assigned in year 2 No commonality Scheduling issues Mentor may not want to be a mentor I’d like to observe master teachers in their classrooms. I need more ideas for working with multiple ability levels in the same classroom. I’m always looking for new ideas and extra support. I’d like an online hotline. I’d like to be part of a discussion group. I need more information on severe behavior issues. Having someone who could be available online would really be useful as I have plenty of questions. The Voices of Beginning Teachers in Exceptional Education
PACE Induction Components 16 PACE Induction Coaches/ Mentors in the Classroom Substitutes paid by grant Professional Development Virtual Resources