1. HECSE Quality Indicators for Leadership Preparation

2. About HECSE The Higher Education Consortium for Special Education (HECSE) is a national organization that represents major university programs that prepare personnel for special education leadership roles.

3. What does HECSE do? Together, HECSE members are engaged in a variety of ongoing advocacy, research, and service efforts designed to meet two primary goals: Appropriate educational opportunities and effective school outcomes for millions of American children and youth with disabilities; Support for recruitment, preparation, and retention of special education personnel at all levels (e.g., special education teachers, teacher educators, classroom researchers, program administrators).

4. HECSE’s Commitment to Quality in Personnel Preparation At the first conference of chairs of departments of special education in 1976, participants agreed to accomplish four purposes, including to “formulate standards for programs and to encourage enforcement of those standards.” (Blackhurst, 1976).

5. Previous Standards for Doctoral Preparation The “Indicators of Quality in Special Education Doctoral Programs” published by HECSE in 1984 was the first and only professional statement of doctoral program standard in the discipline (http://hecse.net/HECSEHistory.html). HECSE members appointed by OSEP to serve as members of a Blue Ribbon Committee in 2003 developed recommendations for the application and evaluation process for the leadership personnel preparation competition funded under Part D.

6. Charge to the 2013-2014 Quality Indicator Committee (1) Identify and analyze the current desired outcomes as well as prescribed outcomes from the personnel preparation projects (2) Identify and document the issues with current outcomes statements and analyze for common areas of concern (3) Secure input on what outcomes are desired from the personnel preparation projects, including current and projected future needs (4) Determine the relationship between the development of quality indicators with existing policy and the implications for projected policy

7. Charge to the QI Committee (5) Formulate a set of recommendations for quality indicators and measurable outcomes of personnel preparation projects (6) Develop a final report for adoption by the membership of HECSE to be forwarded for consideration by the Office of Special Education Programs and other appropriate agencies in the U.S. Department of Education (7) Consider whether additional resources and stakeholders should be involved in your work (8) Identify the impact of personnel preparation projects on recent graduates (9) Provide recommendations regarding the focus of future personnel preparation competitions from the Office of Special Education Programs.

8. HECSE QI Committee Activities Document reviews: 1984 Quality Indicators 2003 Blue Ribbon Panel Recommendations SEFNA Findings OSEP Personnel Preparation Goals and Outcomes Input from the field Plans presented at 2013 Project Directors’ Meeting Initial draft presented at 2013 TED Conference Updated draft sent to HECSE members for review Draft submitted at 2014 HECSE Winter Summit Draft finalized and published April 1, 2014

9. Purpose of the 2014 HECSE Quality Indicators for Preparation of Leadership Personnel The Quality Indicators for Doctoral Programs in Special Education were developed by HECSE for use by individual programs to meet their own needs and purposes. HECSE’s intent is to provide measurable indicators that might be useful for special education doctoral programs to implement for purposes of self- assessment and program improvement. Any use of these indicators by HECSE member institutions is strictly voluntary and should not imply any evaluative role for HECSE.

10. 2014 HECSE Quality Indicators 1.The program has a mission statement that addresses both process and product elements. 2.The roles and functions of program graduates are clearly defined and meet an identified need in the field. 3. The program has a clearly defined set of competencies related to teaching and/or administration, research, and service, as well as measurable instructional objectives for each of those competencies.

11. 2014 HECSE Quality Indicators for Leadership Preparation in Special Education

12. 2014 HECSE Quality Indicators (1-3) 1.Identify and analyze the current desired outcomes as well as prescribed outcomes from the personnel preparation projects. 2.Identify and document the issues with current outcomes statements and analyze for common areas of concern. 3.Secure input on what outcomes are desired from the personnel preparation projects, including current and projected future needs.

13. 2014 HECSE Quality Indicators (4-6) 4.The program content is grounded in foundational literature of the field, reflects state of the art research and evidence-based practice, and is related to the mission and identified competencies of the program. 5.Syllabi, program descriptions, and doctoral experiences include best practices related to research and evaluation methods and use of data. 6.Scholars in the program participate in an array of professional experiences that progress from mentored to independent, and that align to expectations for research, teaching/administration, and service.

14. 2014 HECSE Quality Indicators (7-9) 7.Program faculty are productive scholars, researchers and practitioners who serve as models and mentors and whose skills contribute to the mission of the program. 8.The program demonstrates commitment to recruiting, sustaining, and matriculating students from under- represented populations. 9.The resources necessary to maintain and assure a high quality program over time are available at the program level and at the institutional level.

15. 2014 HECSE Quality Indicators (10-11) 10.The program has a mechanism for ongoing assessment and evaluation of the progress of individual doctoral scholars. 11. The program has a system for keeping track of graduate outcomes that indicates alignment between the program’s mission and scholars’ subsequent employment.

16. 2014 HECSE Quality Indicators (12-13) 12.The program has a system for keeping track of current and former student accomplishments throughout their program and for at least three years after graduation in the areas of teaching/administration, research, and service resulting in a clear alignment to the program’s mission. 13.The program’s evaluation plan is used to revise and refine the program as necessary to ensure continuous improvement.

17. Challenges and Considerations From the outset, members expressed concern that HECSE might plan to evaluate individual doctoral programs. While this was a stated purpose of the 1976 charter group, HECSE has no intent of evaluating any programs. The Quality Indicators are intended to serve as a potential tool for individual programs to use in self-assessment and program improvement.

18. Challenges and Considerations Part 1 Special education doctoral programs consist of a wide variety of experiences, types of coursework, and foci. They prepare scholars for a wide variety of roles including policy development, research, administration, preparation of future generations of teachers, and leadership as direct service providers in early intervention through adult services. The Committee’s intent was to acknowledge and value this diversity.

19. Challenges and Considerations Part 2 Today, there are calls for use of evidence-based practices at every level of education. While there is a body of literature on what should constitute doctoral preparation in education, and case examples of program efficacy, there are no universally accepted (or research-derived) standards for how future leadership personnel in special education should be prepared.

20. Challenges and Considerations Part 3 Many current assessment and evaluation efforts focus on the impact that educator preparation programs have on preK-12 students; however, graduates of doctoral programs in special education fulfill a variety of leadership roles that have an important, but indirect, impact on student achievement. As such, the HECSE Quality Indicators focus on the preparation and success of leadership program graduates who will prepare future educators, conduct research, develop policy, and/or provide programmatic leadership that, in turn, leads to student success.

21. Questions and Challenges for the Future? To what extent do you see the Quality Indicators as compatible or incompatible with OSEP Leadership grant selection criteria? What constitutes success for a program graduate? Job placement? Tenure? Publications? How might we use the HECSE Quality Indicators to begin building a body of evidence-based practices for leadership preparation?