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Project CREATE: Growing a Highly Qualified Special Education Teacher Force in South Carolina ______________________ S USAN D U R ANT SC Department of Education J ANICE P ODA SC Department of Education J OE S UTTON Bob Jones University

  1. Project CREATE: Growing a Highly Qualified Special Education Teacher Force in South Carolina ______________________ S USAN D U R ANT SC Department of Education J ANICE P ODA SC Department of Education J OE S UTTON Bob Jones University _______________________ w ww w ww w w. . .s s sc c cc c cr r re e ea at a t te e e. . .o o or rg r g g w 2007 C ENTER FOR I MPROVING T EACHER Q UALITY N ATIONAL I NVITATIONAL F ORUM A RLINGTON , VA 2 States with Emergency/Temporary CREATE of South Carolina Teacher Licenses in Special Education (USDE, 2005) Centers for the Re-Education and 43 of 50 States Advancement of Teachers in (24,458 of 386,522 teachers or 6.33% Special Education of national SpEd teacher force) Our Mission Exceptions include Iowa, Mississippi, Montana, Nevada, Oklahoma, To Grow a Highly Qualified Special Education Virginia, and Wisconsin Teacher Force in South Carolina Data reflect 2003-2004 year 3 4

  2. CREATE is a Re-Education Initiative CREATE represents a consortium of SC universities with NCATE/State-approved � Implemented in other states, e.g., Virginia teacher preparation programs in SpEd, (Kneedler & Sutton, 1987-1990) offering a range of add-on certification � Found to be successful at preparing teachers courses reflecting CEC Standards in a in new content areas (Adelman, 1986) variety of course formats, including: � Consistent with the concept of strengthening � On-campus courses and expanding partnerships among teacher � Contract courses education institutions and local/state agencies, � Satellite/distance courses for the purpose of increasing the number of � Online courses highly qualified teachers (USDE, 2005) 5 6 CREATE Centers at 8 Universities Key Statistics on CREATE for the � Three-Year Period, 2003-2006 � � � 643 SpEd teachers on waivers identified � � 421 teachers enrolled in the project � � � 820 courses completed by enrolled teachers UPSTATE: � 226 teachers completed required courses Clemson University � Lander University USC–Upstate � 154 teachers achieved full certification Winthrop University � 69 of the State’s 85 districts participated MIDLANDS: SC State University USC–Columbia � Francis Marion University Sutton et al. (2007) LOW COUNTRY: College of Charleston 7 8

  3. No. of Completers in SC Counties (n=226) Gender of Completers (n=226) 33 5 5 0 3 5 3 3 3 13% 1 0 0 10 1 2 1 4 3 7 1 3 5 17 9 4 Female 11 11 15 1 Male 0 0 6 8 6 5 4 2 9 87% 4 8 2 5 1 0 10 9 Ethnicity/Race of Completers (n=226) Certification Area of Completers (n=226) 7% 7% 0% 18% 0% 24% African-American Emotional Disab. 2% Caucasian Learning Disab. Hispanic Multi-Categorical Unknown Mental Disab. American-Indian 73% 69% 11 12

  4. Completers Teaching in High Student Risk Praxis II-LD Scores of Teachers Certified School Districts in South Carolina Through Add-on Compared to Teachers Certified Through a BS Degree Program CREATE Private SC (Add-on) Univ. (BS) 38% Sample n=50 n=23 High Risk Low Risk Mean Score 174.78 178.74 62% Std. Dev. 10.57 13.01 ANOVA Results: F =2.95, df =1, p =.09 No significant difference 13 14 Mean Praxis II-LD Scores of Add-on Praxis II-Core Scores of Teachers Certified Completers and BS Degree Completers Through Add-on Compared to Teachers Certified Through a BS Degree Program 185 178.74 180 CREATE Private SC 174.78 175 (Add-on) Univ. (BS) 170 Sample n=45 n=11 165 Mean Score 173.16 179.08 160 Std. Dev. 11.43 11.46 155 ANOVA Results: F =2.37, df =1, p =.12 150 Add-on Completers BS Degree Completers No significant difference 15 16

  5. Mean Praxis II-Core Scores of Add-on Variables that Predict Success in Teachers Completers and BS Degree Completers Who Complete Certification Course Work 185 Analysis: Multiple regression (backward elimination) 179.08 180 Dependent Variable: Completion of SpEd Course Work 173.16 175 Independent Variables: 15 demographic descriptors 170 Sample: n=196 165 R-Squared: .42 or 40% 160 Results: F=28.42, df=5,191, p <.001 155 Significant Predictors: No. GenEd Certifications ( p =.02), 150 No. SpEd Certifications ( p <.001), Race ( p =02), Years of Teaching Experience ( p =.005), Years of Total Work Add-on Completers BS Degree Completers Experience ( p =.01) 17 18 CREATE 06-07 is Growing a Highly Qualified SpEd Teacher Force From 4 Groups: � SpEd teachers w/ restricted alternative Effective July 2006 certificates (RAC) NCLB prohibits States from issuing � SpEd teachers in the State’s Program of emergency waivers or permits to teachers Alternative Certif. for Educators (PACE) in any specialty area, including � SpEd teacher assistants (TA) wanting to special education upgrade to full certification � General Ed (GEN) teachers wanting to become special educators 19 20

  6. CREATE Web Site Home Page Participants Pursue Certification Through 4 Preparation Approaches: � Add-on certification for RAC, GEN, and TA’s (that have GEN certification) � Alternative certification for PACE � Initial certification (MAT degree) for TA’s with non-education degrees � Initial certification (BS degree) for TA’s with a minimum of 60 credits 21 22 Sample Semester Course Matrix Success Factors of CREATE S UMMER 2007 Cooperation of = Regular campus course = Distance course = Online course SDE, IHEs, Vision for Mechanism for and LEAs a Greater Touting Success � Courses / University Centers � Common Cause CU CofC FMU LU SCSU USCC USCU WU EDSP EDFS EDUC SPED SPED Introduction to Exceptional Learners 370 710 760 223* 550 EDUC SPED Efficient Data Shared Funding Characteristics: Emotional Disabilities 677 581 Management Sources EDSP EDUC EDUC Characteristics: Learning Disabilities 677 670 761 EDUC Characteristics: Mental Disabilities 677 Identification of Characteristics: Severe Disabilities Communication Competency and Promotion Needs of Tchrs. SPED Methods for Emotional Disabilities 582 SETE Methods for Learning Disabilities Q690E Levels of Rigorous Methods for Mental Disabilities Project Content EDFS Managers Preparation Methods for Severe Disabilities 796 EDFS EDUC EDUC PSYC Behavior Management 510 725 624* 656 EDUC READ University- Varied Course Teach. Reading in General/Special Ed. 745 461/571 based Centers Formats Instructors with Lang./Communication for Excep. Ls. Doctorates EDUC EDUC EDEX SPED Assessment for Exceptional Learners 622 676 J790 671 24 23

  7. References Adelman, N. C. (1986). An exploratory study of teacher alternative certification and retraining programs. (Contract No. 300-85-0103). Washington, DC: U.S. Department of Education. Kneedler, R. D., & Sutton, J. P. (1987-1990). Central Virginia Retraining Institute for experienced teachers in special education. Personnel preparation project funded by the Virginia Department of Education, Richmond, VA to the University of Virginia, Charlottesville. Sutton, J. P. et al. (2007). Success of South Carolina Project CREATE: 2003-2006. Unpublished raw data. U.S. Department of Education. (2005). The Secretary’s fourth annual report on teacher quality: A highly qualified teacher in every classroom. Retrieved on April 8, 2007, from http://www.ed.gov/ about/reports/annual/teachprep/2005Title2-Report.pdf 25

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