preparing secondary special educators: four ......ules, and technology. the inclusion professor...

PREPARING SECONDARY SPECIAL EDUCATORS:FOUR COLLABORATIVE INITIATIVES

KATE D . SIMMONS, P H D

Auburn University MontgomeryAssistant Professor of Special Education

LAURA BOWDEN CARPENTER, E D D

Auburn University MontgomeryProfessor of Special Education

ALLEN DYAL, E D D

Auburn University MontgomeryProfessor of Instructional Leadership

SHEILA AUSTIN, P H D

Auburn University MontgomeryAssociate Dean & Head

KELLIE SHUMACK, P H D

Auburn University MontgomeryAssistant Professor in Foundations and Secondary Education

The purpose of this paper is to share the results of multiphaseinitiatives funded by four separate grants. The projects weredesigned to improve and enhance collaborative teaching at thesecondary level. Each project provided opportunities forincreased collaboration between special education faculty, sec-ondary education faculty, and instructional leaders (IHEFaculty). Elements of the initiative included program planning,the inclusion professor model, secondary teacher professionaldevelopment within local school districts with a roundtable dis-cussion among IHE faculty, and technology tools forcollaboration in secondary settings. Findings support the needfor more collaborative efforts among IHE faculty and K-12institutions.

Introduction preservice and inservice opportunities.Effective inclusion programs for stu- Both general and special education teach-

dents with disabilities require a culture of ers often have concerns about roles andcollaboration as both special education and responsibilities related to collaboration andgeneral education teachers face a myriad need the knowledge and skills to collabo-of issues as they implement quality inclu- rate effectively and, ultimately, meet thesion within the secondary environment, needs of a diverse population of students.This collaboration has the goal of meeting Both general and special education teach-the diverse needs of students and involves ers often have concerns about roles andspecial education and general education responsibilities related to collaboration,faculty, school leaders, and university Instructional leaders play a significant roleteacher education programs which provide in the collaborative process by ensuring

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Preparing Highly Qualified Teachers... / 755

and evaluating effective collaboration. Thepurpose of this paper is to share the resultsof multiphase initiatives designed toimprove and enhance collaborative teach-ing at the secondary level. Each initiativeprovided opportunities for increased col-laboration among special education faculty,secondary education faculty, and instruc-tional leaders (IHF Faculty).

Preparing and Supporting HighlyQualifled Special Education FacultyThe No Child Left Behind legislation

of 2007 (NCLB) requires teachers to behighly qualified. As the legislation cur-rently stands, the general education teachermust be a content area specialist and mustprovide initial instruction to all students.This means that all secondary general edu-cation teacher must hold certification inthe field or subject area in which they areteaching. While there have been severalways for general education teachers tobecome certified and consequently high-ly qualified, the legislation poses asignificant dilemma for certification forsecondary special education teachers. Forexample, in order for a special educationteacher in the state of Alabama to deliverfirst instruction in a content area, theteacher would be required to hold certifi-cation in both a general education contentarea and in secondary special education.This potential dual certification wouldlegally accomplish the highly qualifiedteaching (HQT) requirements of the leg-islation; however, in practical terms isdifficult to envision teachers being certifiedin this manner. The State of Alabamachose a different approach. Secondary spe-

cial education teachers would serve as con-sultative teachers within the generaleducation classroom working with specialneeds students as well as general educationstudents.

The success of this model depends ona variety of factors such as general educa-tion faculty preparedness (Friend & Cook,2007). Murray (2004) surveyed high schoolgeneral education teachers about areas inwhich they felt they needed to improve.He found general education teachers need-ed to provide special educators with betterresources related to content, open up com-munication, share responsibility, ask forideas and opinions, and prepare instruc-tion earlier.

Collaboration is a shared responsibili-ty, but it can be difficult to enact when roleshave not been established or taught inteacher education programs. In fact, a prac-tical look at collaboration between specialeducation and general education teachersgenerates the following questions such as:Is the general education faculty memberproperly trained to work with special edu-cators and students with special needs?Are general education faculty membersresistant to having another teacher work-ing with them? Do the general and specialeducation faculty have the time for sharedplanning? Are the instructional leaders sup-portive of the imperative to collaborate?

The Role of the Instructional LeaderInstructional leaders play a vital role in

the success of the consultative model andmust provide the resources and support forthis approach to work. Instructional lead-ers need to ensure that the general

756 / Edueation Vol. 132 No. 4

edueation teacher is not resistant to havingthe consultative teacher in the classroom.Further, they should support the consulta-tive process with effective classroomappraisal and resources to develop effec-tive practices in the classroom.

Although NCLB legislation is supposedto prepare a collaborative teachers, IHEand supportive school leaders can be bar-riers to preparing and supporting secondaryhighly qualified special education teachers.The four initiatives in this article sought toimprove the collaborative efforts amongIHE members and local school districts sothat these barriers could be better under-stood, addressed, and diminished wheneverpossible.

Initiative BackgroundA small teacher preparation program in

an urban area of Alabama secured a seriesof four grants over four years, each serv-ing as a stepping stone to increasedcollaboration among local school districtsand IHEs. Each ongoing initiative focusedon 1) modeling collaborative relationshipswithin the IHE, 2) integrating additionalinstruction regarding effective teachingstrategies for students with disabilities insecondary teacher education courses, 3)requiring special education candidates totake additional courses within the sec-ondary education program areas, and 4)providing inservice to secondary generaleducation teachers, special educationteachers, and instructional leaders. Thefour initiatives were titled: 1) ProgramPlanning: Innovative Secondary TeacherEducation Programs, 2) The Inclusion Pro-fessor Model, 3) Special Education and

Secondary Education: CollaborativeTeaching to Promote Inclusive Best Prac-tices, and 4) Secondary Special Education:Preparing Highly Qualified Teachers.

Initiative 1: Program Planning: InnovativeSecondary Teacher Education Programs

Funded by a small grant from the statedepartment of education the first initiativewas in response to the issues related to theoutside measures of the effectiveness ofgraduates in a teacher education programas they worked with students with dis-abilities. Graduates, as well as instructionalleaders, indicated in assessment outcomesthat they were ill equipped to work withstudents with disabilities. Other data fromthe state department of education suggestedthat graduates in special education need-ed more instruction at the initialcertification level in special education laws,processes, ethics, and transition. IHE fac-ulty in special education responded to thisissue by first evaluating the current plansof study for teacher candidates in specialeducation initial certification programs.After collaboration with the state depart-ment of education division of specialeducation services and the secondary edu-cation faculty within the university, IHEspecial education faculty added a newcourse to the plans of study. The newcourse integrated components identifiedby stakeholders as critical to the prepara-tion of effective special educators. Theessential topics included ethics, roles andresponsibilities of the special educationteacher, special education law, policies andprocedures, and secondary transition. Thestakeholders also recommended that the


course be offered to secondary education faculty who received a three hour coursecandidates as an elective at the graduate load reduction for the school year as alevel of study. means of compensating for the numerous

In addition to the new course, the stake- collaborative and consultative functionsholders recognized and identified a need that were performed in multiple classes infor candidates in secondary education ini- secondary general education courses. Con-tial certification programs to have more tributions by the Inclusion Professorknowledge and skills related to working enabled candidates to develop greaterwith secondary students with disabilities, knowledge of collaborative and consulta-The state standards require that all gener- tive practices. The secondary faculty wereal education candidates take only one introduced to the Inclusion Professor Con-course in special education. IHE faculty tinuum (See Figure 1).agreed to the Inclusion Professor Model The Inclusion Professor collected dataas an emerging solution to preparing sec- using a simple chart (See Table 1). Typi-ondary education candidates to work more cally the Inclusion Professor met with theeffectively with students with disabilities, secondary faculty member and togetherThe Inclusion Professor Model was imple- they decided the special education topicmented to enhance candidate preparation that best aligned with their scheduled top-in all areas within the teacher education ics and course objectives. In addition toprogram. One special education profes- the topical decisions, faculty collaboratedsor modeled best practices in collaboration regarding the diversity of the candidatesand consultation in conjunction with other in each course, including teaching experi-IHE faculty. The guiding principles reflect- enees, field experiences, and progress in theed the NCLB Highly Qualified Special program area.Education Teacher definitions.

The Inclusion Professor helped under-graduate and graduate students developgreater knowledge of collaborative andconsultative practices. This was accom-plished by modeling best practices throughco-teaching, guest lectures, on-line mod-ules, and technology. The InclusionProfessor worked with secondary facultywho taught instructional strategies to can-didates in the secondary educationprogram. The possibilities were limitedonly by the imagination and innovation ofthe parties involved.

The Inclusion Professor was a memberof the special education higher education

758 / Education Vol. 132 No. 4

Figure 1 : Incusion Professor Model

Assist injfector in the inclusion of

special education

Shares Resources

Guest lectures

Research

Best Practices

:r " ' ' fco-Teaching Using Research-based Approäcffei

One teaching, one observing

Station teaching

Parallel teaching

Alternative teaching

Teaming

One Teaching, one assisting

Table 1:

DATE

Inclusion Professor Activities Documentation

TIME ACTIVITY LOCATION INSTRUCTOR


Figure 2

Lesson Plan"Elements of a Fable"

Grade: 8/2"'' Period/Literature (2 teachers)

Course of Standard: 8* grade Literature 5The student will explain the distinguishing characteristics of odes, ballads epic poetryhistoncal documents, essays, letters to the editor, and editorials.Instructional Objectives: The student will review fables and identify the majorelements of the genre.

(5 minutes-1^'teacher) Introduction:1. Review the types of literature—odes, ballads, epic poetry, historical

documents, essays, letters to the editor, and editorials.2. Show examples of each type of literature.3. Review why we have different types of literature4. Explain the purpose/objectives for the lesson.

(15 minutes- 2"" teacher) New Content1. Define fables. (Dr. M)2. Introduce vocabulary (Dr. C)

a. use a strategy for learning new vocabulary (The Notebook PaperMethod)

3. Introduce "personification" and "morals" (Dr. M)

(15 minutes- both teachers) Guided Practice1. Use a short fable like "The Cat and the Mice" and have the students

use a "Turn to Your Partner and" ...to pick out the elements withinthe fable.

(15 minutes-both teachers) Independent Practice1. Using a Think, Pair, and Share activity for independent practice

(5 minutes-2"'' teacher) Closure/Feedback1. Let some students share their results on the Think, Pair, and Share

activity2. Review the elements of the fable and relate to new "Chronicles of

Narnia: Prince Caspian"

Resources needed:Examples of different types of literatureSample of the Notebook Paper Method of Learning New VocabularyWorksheet for Think, Pair, and Share ActivitySlide for Turn to Your Partner and... activity


The following topics are examples oftopics integrated within the SecondaryMethods Courses:• Attention Deficit Disorder with/without

Hyperactivity• Learning Strategies: Helping Students

be Independent Learners• Instructional Strategies for Teaching

Subject Area Content to Students withDisabilities

• The General Education Curriculum:Access for all Students

• Assistive Technology: Let's go on aWebquest

• Co-teaching Models within the Sec-ondary ClassroomIn addition to the above, the Inclusion

Professor presented mini-workshops forfaculty, staff, and candidates in all programareas with the school entitled The InclusionSpotlight. An example of a topic for anInclusion Spoflight was "Strategies forHandling Seizure Disorders in the Class-room".

Anecdotal information related to theImpact of the Inclusion Professor Modelincluded the following; 1) Collaborationbetween secondary and special educationfaculty was emergent and improving; and2) Secondary faculty were feeling moreconfident about their knowledge base ofspecial education and were beginning toinclude information without the directassistance of the Inclusion Professor.

Initiative 2: Collaborative Special Educationand Secondary Education

For the second initiative, special edu-cation, instructional leadership, secondaryeducation faculty, and local school facul-

ty established a collaborative model formeeting the needs of students with dis-abilities. Collaboration among highereducation and local public partner schoolsproduced the development, training,implementation, and evaluation of a col-laboration model at the secondary level.After developing a collaborative model,the higher education faculty implementedthe model by providing an overview of evi-dence-based practices in co-teaching.Higher education faculty then collaborat-ed with school leaders and teachers to planand co-teach a lesson. See figure two fora lesson sample.

Following this component of the model,the faculty in higher education observedspecial education and secondary educationteachers co-teaching using one of the evi-dence-based co-teaching models. Thisinitiative provided "best practices" find-ings to school leaders, general educationand special education teachers, and can-didate interns within higher education. Oneunique feature of the grant was the inclu-sion of the Instructional Leadership facultyand school leaders at each partner school.This concept provided an added dimen-sion to the scope of collaboration at alllevels. The success of any collaborativeeffort depends on the leadership team of theschool.

Initiative 3: Special Education andSecondary Education: Collaborative Teach-ing to Promote Inclusive Best Practices

The third initiative was an extension ofthe successfully completed previous ini-tiative and was created to improve andenhance collaborative teaching at the sec-

Preparing Highly Qualified Teaehers... / 761

ondary education levels. This grant allowedIHE faculty members the opportunity tocollaborate with school superintendents,school leaders, special educators, and gen-eral educators in two surrounding schooldistricts. IHE faculty members developeda training module targeting the roles ofthesecondary school leaders in facilitatingcooperative teaching between special edu-cators and general educators. Resourcesincluded the "Models of CollaborationMiddle School" CD developed by theAlabama Department of Education(ADOE) and other evidence-based prac-tices. Faculty also introduced,demonstrated, and provided initial train-ing of web-based tools utilized to facilitatethe collaborative process in the secondaryschool environment.

One of the outcomes from the activi-ties from this grant was the recognitionthat instructional leaders needed to be moreinformed regarding the collaborationprocess. The results of post evaluationswere shared with the school district super-intendents who disseminated theinformation regarding the training to inter-ested groups. The summaries includedsuggestions for future professional devel-opment. Some exerts are:

1. Were the objectives for today's ses-sion adequately explored?• All responded with "yes"• The session was able to provide us

with what we know, what we wantto learn, and what we have learned

2. Were the roles of a proactive admin-istrator adequately discussed?

• All responded with "yes"3. Were the roles of the secondary col-

laborative teacher clearly explained?• All responded with "yes"

4. Were the five strategies that promotecollaborative teaching adequatelydealt with?• All responded with "yes"

5. Were the five models of collaborativeteaching clearly explained?• All responded with "yes"

6. Did you find the planning pyramidand Dieker planning form beneficial?• All responded with "yes"• "Absolutely yes!"• This model will help teachers

become better organized to meet theneed of children

7. Did you find the information pro-vided regarding technology toolshelpful?• All responded with "yes"• Yes and innovative• This is something I would like to use

in my classroom8. What additional items should be con-

sidered in future workshops?• More on co-teaching planning• Consider developing a workshop

related to how administrators canchange attitudes and habits of teach-ers

• Great job!!• Great job!• Wonderful workshopThe third initiative confirmed the need

to focus on secondary special educationteachers.


Initiative 4: Secondary Special Education:Preparing Highly Qualified Teachers

This initiative was a reaction to the callfor systemic change in teacher educationby the Alabama Department of Education,Division of Special Education in the prepa-ration of secondary special educationteachers. To that end, the researchersembarked on an aggressive agenda to eval-uate current collaborative teachingpractices in the specified service area anddetermined future directions for the teachereducation preparation program.

Candidates in the Graduate Level Col-laborative Teacher program currently takemultiple courses in the general educationprogram areas of study. However, afterevaluating the existing special educationmethods course for preparing secondaryeducation special educators in teachingbasic reading and mathematics skills, itwas determined that candidates in theAlternative and Traditional Masters' pro-grams would benefit from additionalcoursework in these two critical areas. Toenable them to meet the critical needs ofsecondary students with disabilities, anadditional course was created and added tothe existing programs of study.

Below are listed the outcomes at eachphase.

Phase 1IHE faculty in special educafion:

• Integrated evidence-based reading andmathematics content into secondaryspecial education teacher educationpreparation programs.

• Identified course objectives and statestandards to include in a new basic read-ing and mathematics course.

• Participated in professional develop-ment in teaching evidence-based bestpractices in reading and mathematicsincluding Alabama Reading InitiativeTraining.

• Identified course requirements, activi-ties, and resources in building the newcourse.Phase 2IHE faculty in special education:

• Identified current practices in collabo-rative teaching in secondary educationthrough the use of a survey instrument.

• Explored the preparation of highly qual-ified secondary special educationteachers as content area specialistsand/or prepare highly qualified sec-ondary general education teachers withexpertise in delivering services to stu-dents with disabilities.

• Created a panel discussion event toinclude all stakeholders in special edu-cation, secondary education, and theschools of arts and sciences.

• Summarized findings and disseminateto the Alabama Department of Educa-tion, Auburn Montgomery Schools ofEducation, Liberal Arts, Sciences, andto professionals in the field of specialeducafion at two international confer-ences and a state conference.IHE Special Education Faculty are

Alabama Reading Initiative Certifiedthrough the Department of Education. Sup-ported by Auburn Montgomery, the IHEfaculty attended the 2010 Council forExceptional Children Convention andExpo to identify resources for the newcourse. In addition, IHE also attended pro-fessional development sessions at the


conference to aid in building the newcourse.

IHE in Secondary Education and Artsand Sciences were invited to attend andparticipate in the panel discussion. Issuesand trends in secondary education, specialeducation, and highly qualified teacherswere presented to the panel in the form ofa slide show before the discussion to pro-vide background information for theparticipants. The panel discussion wasfacilitated by a neutral third party. Theroundtable allowed a frank discussionabout the needs and future ofthe secondaryprogram.

ConclusionConversations among special education

faculty, secondary education faculty andinstructional leaders over the years main-ly consisted of giving direction andinforming them of new mandates. Whilethose conversations meet the needs then,the move to improve and enhance collab-orative teaching at the secondary level willchange the purpose of the conversation.

As this report has shown, confidence,collaboration, focus on secondary educa-tion teachers, and inclusive best practicesall are ingredients needed for increasedcollaboration among special education fac-ulty, secondary education faculty, andinstructional leaders. With the mixture ofthe fore mentioned ingredients the needsof diverse students can be meet. Now isthe time for us as educators to join handsand fight for an environment that supportssecondary collaboration at every level. Thealarm clock is ringing loud and clear, areyou paying attention to the sound?

ReferencesFriend, M. & Cook, L. (2007). Interactions: Col-

laboration Skills for School Professionals (5thEd.). Bostoti: Allyn and Bacon.

Murray, C. (2004). Clarifying Collaborative Rolesin Urban High Schools: General Educators'Perspectives. Teaching Exceptional Children,36(5), 44-51.

No Child Left Behind (NCLB) Act of 2001, 20U.S.C.A. § 6301 et seq. (West 2007).

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