PD & BST for SPED teachers Flashcards
PD must be connected to and derived from teachers’ work with their students and should be ongoing, intensive, and supported by modeling, coaching, and the collective solving of specific problems of practice
Darling-Hammond (1995)
Effective PD should be content-focused
Kennedy (1998)
- Survey on PD
- Effective PD should be coherent (align with teachers’ goals and needs; local, state, and national accountability mechanisms; and schoolwide curriculum), collaborative, include student data
Garet, Porter, Desimone, Birman & Yoon (2001)
School districts should offer intensive and specific professional development activities when teachers’ licenses and experiences do not match the positions to which they have been assigned
Mastropieri (2001)
Effective PD should be active and situated in classroom settings
McCutchen et al. (2002)
- BST is an empirically supported training package comprising instruction, modeling, rehearsal, and feedback.
- First component is instruction which entails providing a description of the target skill, behavior or procedure the teacher is expected to perform
- Delivery by credible individual while a teacher is paying attention and at a level the teacher can understand
- Second component is modeling which involves consultant demonstrating how to perform a target skill (with high level of integrity)
- Third step is rehearsal which involves providing an opportunity for a teacher to practice the target skill
Miltenberger (2003)
- Greater levels of expertise will allow teachers to be more effective with their students
- Creation of positive work conditions and fostering of PD leads to SPED teacher effectiveness
Billingsley (2004)
- BST to train 3 teachers to correctly implement discrete-trial teaching
- Written copy of procedures and reviewed each component, gave feedback
- During rehearsal teacher sat with student and performed three trials without interruption, verbal feedback provided afterwards including positive comments and target components that needed improvement
- During modeling, experimenter sat with student and modeling three trials (particularly components incorrectly implemented)
- Rehearsal and modeling repeated
- Following training – teacher performed 10 uninterrupted discrete trails (videotaped and scored – completion of training was 90% or more correct responses on three consecutive training sessions)
Sarokoff & Sturmey (2004)
Feedback – Final component of BST which refers to delivery of information about past performance that allows teachers to adjust their performance in the future
Daniels & Daniels (2006)
- Increased focus on student achievement and teacher quality (IDEA, NCLB) in policy and research arenas have renewed interested in effective PD
- Incomplete understanding of how to provide intensive, individualized instruction in specific content areas
- Any PD effort aimed at improving the knowledge and practice of special education teachers must do so in a way that acknowledges their role in the broader school context, traditional barriers to their participation in that context, and the striking variability that exists in their knowledge and skills
- PD should help SPED teachers understand how the interventions they are using and the gen ed curriculum fit together to address content standards and enable performance on statewide assessments
- Must enable SPED teachers to be part of a learning community (includes gen ed colleagues) focused on their unique learning needs
- Administer and interpret diagnostic PM assessments to identify holes in curriculum
- Incorporate curriculum in PD – show teachers explicitly how they might adapt curriculum to incorporate new strategies that meet their students’ specific needs
- Develop print and web-based materials to build content knowledge
- Meaningful, provide manageable strategies for implementation, occur within context of larger school reform efforts in gen ed
Leko & Brownell (2009)
- BST to teach implementation of PECS
- Training – Viewed PECS manual video and training session of phase 3
- Provided with checklist, modeling, modeled all possible checklist steps
- Participants practiced rehearsal and provided feedback
Rosales, Stone, & Rehfeldt (2009)
Empowering teachers involves enabling them to take ownership of their own development via continuous identification of context changes, improvements based on identification, and problem solving via collaboration, innovation, and trust among participants
Watt (2009)
- Teach staff to conduct mand training (prompting and reinforcement requests to get preferred items or activities) with children
- During 30- to 60-min sessions, the experimenter provided instructions, a video model, role-play rehearsal, and performance feedback.
- Training sessions continued until staff performed 90% correct across three consecutive sessions
Nigro-Bruzzi & Sturmey (2010)
- Enhanced written instruction: Simple directions for each step of the assessment, diagrams, and a detailed data sheet.
- Instructions were easy to follow and understand and they would refer to it if a follow up refresher was needed
Graff & Karsten (2012)
PD programs should involve self-evaluation and/or participatory appraisals
Major (2012)
