A Review of the OSEP 325T Program Redesign Projects: Analysis, Synthesis, and Recommendations. Document No. BPR-1. Best Practice Review

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Autor/inn/en	Sobel, Donna; Little, Mary; McCray, Erica D.; Wang, Jun
Institution	University of Florida, CEEDAR Center (Collaboration for Effective Educator Development, Accountability and Reform)
Titel	A Review of the OSEP 325T Program Redesign Projects: Analysis, Synthesis, and Recommendations. Document No. BPR-1. Best Practice Review
Quelle	(2014), (97 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Special Education; Federal Programs; Public Agencies; Teacher Education Programs; Preservice Teacher Education; Educational Change; Special Education Teachers; Teacher Effectiveness; Evidence Based Practice; Influences; Barriers; California; Arizona; Indiana; Florida; North Carolina; Colorado; Washington; Tennessee; New Hampshire; Iowa; Texas; Oregon; Ohio; Utah; Virginia; Idaho; Maine; Georgia; Alabama; Illinois; Kansas; Maryland; Nevada; Pennsylvania; South Carolina; New York; Mississippi; Massachusetts; Louisiana; Wisconsin; New Jersey; Hawaii + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Öffentliche Einrichtung; Lehramtsstudiengang; Lehrerausbildung; Bildungsreform; Special education; Teacher; Teachers; Sonderpädagoge; Lehrer; Lehrerin; Lehrende; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Influence; Einfluss; Einflussfaktor; Kalifornien; Master-Studiengang
Abstract	The U.S. Department of Education Office of Special Education Programs (OSEP) is dedicated to improving results for infants, toddlers, children, and youth with disabilities ages birth through 21 by providing leadership and financial support to assist institutions of higher education (IHEs), states, and local districts. During a 5-year period, OSEP supported efforts to revise and enhance special education teacher preparation programs. The purpose of the OSEP-funded 325T grants was to redesign and restructure teacher preparation programs to ensure that program graduates will meet state and federal requirements as highly qualified teachers (HQTs) in special education and will implement evidence-based practices (EBPs). The primary focus was to redesign teacher preparation to improve outcomes for students with high-incidence disabilities (HIDs) within schools and districts not meeting federal targets for adequate yearly progress (AYP). Seventy-two IHEs received awards for funding under the 325T competition during the period of grant awards. The extensive work done as a result of the 325T projects contributed to the U.S. Department of Education's decision to fund a national center informed by the outcomes of the 325T projects. The Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center provides technical assistance (TA) to state departments of education (SEAs), IHEs, and local education agencies (LEAs) to increase alignment in professional learning systems to enhance learning opportunities for teachers and leaders. As part of the CEEDAR Center's knowledge-development activities, the CEEDAR Center leadership team selected researchers familiar with the 325T grant projects (two researchers were recipients) to identify salient lessons learned to reform teacher preparation among the 325T grantees in response to the federal priority (U.S. Department of Education, 2012), which called for (1) key strategies to restructure preparation programs; (2) examples of interdepartmental collaboration to improve preparation in core academic subjects; (3) professional development (PD) strategies to increase faculty use of existing high-quality resources on EBPs; (4) strategies to integrate EBPs into preparation curricula and extended field experiences, and (5) effective methods for evaluating program outcomes. This information, used in conjunction with other research and sources of data, has informed and will continue to inform TA products and services provided by the CEEDAR Center. Through this study, the rich experiential knowledge of the 325T project personnel at the IHEs has provided insights related to contextual factors, barriers, and facilitators to reform. The report addresses the following research questions (RQs): (1) How did 325T grantees address their project goals? (2) What factors facilitated the revision and enhancement of the personnel preparation programs? and (3) What impediments did grantees experience while revising and enhancing their programs? (ERIC).
Anmerkungen	Collaboration for Effective Educator Development, Accountability and Reform Center. University of Florida, P.O. Box 117050 Gainesville, FL 32611. Tel: 352-273-4256; e-mail: ceedar@coe.ufl.edu; Web site: https://ceedar.education.ufl.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01