We compare beginning special and general education teachers’ access to school-based colleagues. Our findings demonstrate that colleague relationships are critical for the experiences of teachers, as school organizational norms these teachers experience. For in particular, perception support was a strong predictor retention plans. Similar results were seen with respect their level collective responsibility among faculty. Taken together, suggest schools districts should make efforts facilitate...

A primary focus of recent educational policymaking has been on improving measures teaching effectiveness, attributable in part to federal policies such as the Race Top initiative and Investing Innovation. To date, neither researchers nor practitioners have arrived at a consensus best methods for evaluating special educators. While value-added scores are likely not suitable majority education teachers, observation systems appear be more promising because they can used across variety...

In the 2010 issue of Teacher Education and Special ( TESE), Sindelar colleagues examined current status research on special education teachers outlined future work necessary to improve teacher workforce. this article, authors focus explicitly colleagues’ charge increase quality education. They begin article by conducting a literature review all articles published in TESE from 2019, examining papers focused advancing theory, measurement, practice compare patterns broader captured seven...

Several large-scale survey efforts have attempted to understand teachers’ experiences in the early months of pandemic. Our study complements this literature by providing direct evidence work prior and after onset COVID-19. We leverage unique longitudinal time use affect data on 131 teachers from one district across 2019–2020 school year. Specifically, we provide a full accounting instructional activities, their reports positive negative while engaged these extent which changed post-COVID....

Background/Context Studies have found that within-field mentoring, collaboration with colleagues, and administrative support can increase new general education teacher commitment (Kapadia, Coca, & Easton, 2007; Smith Ingersoll, 2004). In the area of special education, studies reported from mentors colleagues is associated increased among novices (Billingsley, Carlson, Klein, 2004; Whitaker, 2000). Despite these advances, there has been little research on how beginning educators make...

The purpose of this essay is to provide an overview the challenges accounting for students with disabilities (SWDs) and English learners (ELs) in evaluation mainstream teachers. We focus on two prominent indicators teaching quality—classroom observations value-added scores. begin by describing each indicator outlining specific related inclusion SWDs ELs teacher evaluation. then suggest recommendations states districts ensure that systems adequately fairly account these students. Finally, we...

Induction is designed to support teachers’ effectiveness, improve their students’ learning, and foster retention. We consider how high-leverage practices (HLPs) might provide an instructional framework for special education teacher (SET) induction. With sensemaking theory as a conceptual foundation, we posit that, by structuring induction experiences conditions around HLPs, schools districts can send more coherent messages about effective instruction, thereby easing new SETs’ efforts make...

We study the impact of a bonus policy in Hawai‘i Public Schools that raised salaries all special education teachers by $10,000. estimate this reduced proportion vacant teaching positions relative to general 32% and were or filled an unlicensed teacher 35%. These impacts largest historically hard-to-staff schools which received additional bonuses. The did not have significant effects on retention; instead, driven almost entirely increase number state who moved into open positions.

Students with and without disabilities may be educated across various service delivery models (SDMs): general education, cotaught, pull-out, self-contained. Still, evidence for their relative effectiveness at scale remains limited. Using longitudinal administrative data from Indiana, we measured the effect of different SDMs on test scores, attendance, disciplinary incidents. We leveraged within-student variation in SDM assignments differences students, applying student fixed effects lagged...

Novice special education teachers (SETs) consistently report feeling overwhelmed by their workloads, and perceptions of workloads predict outcomes concern, such as burnout plans to quit teaching. Yet, date, research provides few insights into feasible strategies school leaders could use help novices better manage workloads. Therefore, we examined how social resources contribute novice SETs’ general teachers’ (GETs) workload manageability. We found that manageability were predicted...

Co-teaching, in which a general education teacher and special collaboratively provide instruction to students with without disabilities the same classroom, is widely endorsed as strategy give instructional support within inclusive environments. We leverage longitudinal administrative data Massachusetts first causal estimate for effect of co-teaching across large public school system. find evidence that leads statistically significant test score improvements both disabilities. However,...

We examine whether one of the most popular observation systems in teacher evaluation—the Framework for Teaching (FFT)—captures range instructional skills teachers need to be effective. focus on case special educators, who are likely use approaches that, although supported by research, de-emphasized common systems. Drawing 206 lessons from 51 teachers, we compare FFT scores an system education. find that FFT’s psychometric properties consistent with previous studies, but is limited assessing...

Abstract The onset of the COVID-19 pandemic and associated long-term shifts to virtual instruction among most US schools presented notable challenges education researchers. Ongoing projects conducted in school settings experienced sudden losses access teacher student participants, many cases leading severe interruptions data collection efforts. Perhaps notably, upon returns in-person 2021/22 academic year instigated strict policies limiting number non-school personnel who could enter...

Mathematics professional development is widely offered, typically with the goal of improving teachers’ content knowledge, quality teaching, and ultimately students’ achievement. Recently, new assessments focused on mathematical knowledge for teaching (MKT) have been developed to assist in evaluation improvement mathematics development. This study presents empirical estimates average program change MKT its variation supporting design experimental trials that are adequately powered detect a...

Danielson’s Framework for Teaching (FFT) is currently used in more than 20 states to inform teacher evaluation and professional learning. To investigate whether FFT promotes instruction that appropriately responds the needs of students with learning disabilities, we conduct a systematic content analysis instructional approach emphasized FFT’s Instructional Domain (Domain 3) FFT. We frame our study using cognitive load theory research regarding effective disabilities. end by discussing...

Collaborative school reforms and teacher evaluation both show promise for improving teaching learning in American schools. However, these reform movements have largely been implemented separately from each other, because they are predicated on very different assumptions about how schools teachers contribute to student learning, the potential undermine other. Therefore, purpose of this article is begin conceptualizing one avenue reconciling policies: developing measures evaluate collaborative...

Much of the recent focus educational policymakers has been on improving measurement teacher effectiveness. Linking student growth to effects a large part reform efforts. To date, neither researchers nor practitioners have arrived at consensus how treat test scores from students with disabilities in growth‐based effectiveness indicators, despite fact that these make up approximately 13% K‐12 population. In this study, we leverage longitudinal data population teachers one state explore...

We develop a theoretical and empirical basis for the design of teacher professional development studies. build on previous work by (a) developing estimates intraclass correlation coefficients outcomes using two- three-level data structures, (b) variance explained covariates, (c) modifying conventional optimal framework to include differential covariate costs so as capture point at which cost collecting overtakes reduction in it supplies. illustrate use these explore absolute relative...

Working conditions may be an important lever to support special educators’ reading instruction for students with emotional and behavioral disorders (EBD). Thus, we explored how working relate the quality of in upper-elementary, self-contained classes EBD. Using mixed methods examine video observations varied data sources on conditions, found that educators who provided stronger had a partner coleading their program, consistent paraprofessionals, time training. Partners together, protected...

All 50 states use observations to evaluate practicing teachers, but we know little about how administrators actually reason when they those observation protocols. Drawing on think-aloud and stimulated recall data, this study describes the types of strategies warrants used rating with their district’s protocol. Administrators in a large urban district an protocol aligned Danielson’s Framework for Teaching rate brief lesson clip. Administrators’ thinking was recorded, clarified, inductively...