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Teacher Training, IEP Compliance,
Transcript of Teacher Training, IEP Compliance,
& Motivation... Oh my!
What the Research Says...
Research Design & Methodology
Summary & Expected Results
Benefit to teachers, as content of both trainings directly relevant to daily responsibilities.
Benefit to district, in terms of maximizing impact of trainings.
The expectation is that both groups will demonstrate positive gains; more so for the experimental group.
Topic Area & Rational
inadequate training/processes, burdensome paperwork, multiple responsibilities (Drasgow, Yell & Robinson, 2001)
Special educator attrition:
13% of all public school teachers leave field; 12% of those leaving SPED transfer to general education, but few move to SPED (Billingsley, 2003)
1. How does the efficacy of traditional professional development workshops compare to identical trainings with the added component of collaborative peer review on compliant IEPs?
2. How is teacher motivation impacted by traditional professional development workshops compared to the additional feedback provided by peer review via IEP Component Checklists?
3. What additional feedback/comments do teachers have after engaging in peer review via IEP Component checklists and providing feedback to other special education teachers?
Significance to the Field
Educational benefit for students
Reduced legal costs for district
Potential to retain special educators
Participatory Evaluation (Cousins & Earl, 1992)
Makes information more accessible/useful
Results have a more long-lasting impact
Attrition in Special Education
- a topic well-covered in the literature!
Billingsley (1992, 2004): multiple meta analyses; 20 studies since 1992
Uncertified teachers; inexperienced teachers; working conditions; individual circumstances
Stress Managment for SPED Teachers
(Cooley & Yovanoff, 1996)
: stress-managment workshops and peer collaboration groups
: 92 self-selected SPED providers; 2 treatment groups & 1 control
: 5 weekly 2-hour stress-management workshops (coping skills)
: 1 3-hour Peer Collaboration Program
4-step framework for helping peers solve student-related issues
: job satisfaction, efficacy, committment to organization
: treatment order insignificant; positive results for both treatment groups
Need for more research into the reasons why teachers leave SPED.
Professional development, like teaching, has long-term effects; there is a need for more longitudenal studies that measure effects over longer periods of time.
pretest with IEP Component Checklist
IEP checklist & peer review
pretest vs posttest change
Posttest one month after training
pre- & post-training surveys
IEPs within date range
837 special educators, 572 case managers
Systematic sampling: every 3rd IEP
10 in control group
10 in experimental group
Data Collection Procedure & Implementation
2 groups of randomly-selected special educators
Control group: PowerPoint + Q&A
Experimental group: PowerPoint + Peer Review + Q&A + Survey
Pretest using IEP Component Checklist
Pretest data will determine content of PowerPoint
IEP Training for Pre-service SPED Teachers
(Werts, Mamlin & Pogoloff, 2002)
: 3 IEP-preparation workshops and semi-structured interviews
: 21 pre-service special education majors
: meeting w/ SPED director; parent speakers; mock IEP meetings
: feedback via online forum; 2 longitudinal semi-structured interviews
: parent consultation and IEP simulation consistently rated most effective
Billingsley, B. S. (2003). Special Education Teacher
Retention and Attrition: A Critical Analysis of
the Literature (COPSSE Document No. RS-2). Gainesville, FL: University of Florida,
Center on Personnel Studies in Special Education.
Billigsley, B., Carlson, E., & Klein, S. (2004). The Working
Conditions and Induction Support of Early Career Special Educators.
Council for Exceptional Children, 70(3),
Cooley, E., & Yovanoff, P. (1996). Supporting
Professionals-at-Risk: Evaluating Interventions to Reduce Burnout and Improve Retention of Special Educators.
Exceptional Children, 62:4
Cousins, J. B. & Earl, L. M. (1992). The Case for
Educational Evaluation and Policy Analysis, 14(4),
Drasgow, E., Yell, M. L., & Robinson, T. R. (2001).
Developing Legally Correct and Educationally Appropriate IEPs.
Remedial and Special Education, 22,
Fore, C., Martin, C., and Bender, W. N. (2002). Teacher
Burnout in Special Education: The Causes and the Recommended Solutions.
The High School Journal, 86(1)
Werts, M. G., Mamlin, N., & Pogoloff, S. M. (2002).
Knowing What to Expect: Introducing Preservice Teachers to IEP Meetings. Teacher Education and Special Education, 25(4), 413-418.
Years of experience
PD delivery preference
Opinion of PD opportunities
What is something you learned?
Which activity was most helpful?