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• W195781641 abstract "San Diego State University (California) has developed a coach-of-coaches model of providing support, assistance, and supervision to intern-teachers in its rural special education alternative credential program. Coaches, who are fully credentialed teachers with supervisory skills, make a minimum of nine direct and indirect (video analysis) observations of the interns each year during the 2-year program. Coaches receive back-up support from the university's Intern Support Liaison (ISL), who serves as coach and supervisor to the coaches. Every 4-6 weeks the ISL meets with the coaches for a half-day to review intern progress, identify difficulties, and problem-solve. Video segments from selected interns are reviewed, with the ISL assisting coaches in refining their observation skills, identifying areas for intern improvement, and providing training in coaching/mentoring. Following these meetings, the ISL holds an intern seminar in which segments of intern videos are reviewed and teaching behaviors are analyzed. Needs identified in these meetings form the basis for future seminars and all-day fast track workshops that provide intensive training in identified areas of need. A teacher observation form is used by the intern and coach to evaluate instructional time, student responses, consequences, and seven additional factors associated with effective instructional delivery. The program has resulted in full certification of over 60 percent of current special education teachers in a vast, geographically isolated desert region of southern California. Retention rates of both teachers and coaches are high. (Contains 28 references.) (TD) Reproductions supplied by EDRS are the best that can be made from the original document. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 111/1-his document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. ° Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Judy Weyrauch TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). Patricia Thomas Cegelka, Ed.D Professor, San Diego State University San Diego, CA Suzanne Fitch, Ed.D. Director, The Institute for Effective Education San Diego, CA Jose Luis Alvarado, Ph.D Assistant Professor, San Diego State University San Diego, Ca THE COACH-OF-COACHES MODEL FOR PREPARING RURAL SPECIAL EDUCATION TEACHERS Chronic shortages of fully qualified special education teachers thwart efforts to deliver appropriate educational programs to students with disabilities. These shortages have been described as substantial, durable and national in scope (Boe, Cook, Kaufman, & Danielson, 1996) and are due to insufficient production of new special education teachers as well as the relatively high turnover rate of special education teachers. As a result, special education, more than any other area of education, has high numbers of teachers who lack full qualification and are transitional in nature. These problems are particularly acute in regions that are rural and/or sparsely populated descriptors that describe approximately two-thirds of the nation's school districts (Hicks, 1994). While ruralness is primarily defined in terms of low population density, rural districts also may be isolated due to geographic barriers (e.g., mountains, desert terrain) and may be characterized by populations that are predominantly poor, minority, immigrant, and/or migrant. The challenges involved in obtaining qualified special education teachers in rural regions are immense. It has not proved productive to address rural shortages through urban-based preparation programs that have the goal, hope and/or expectation that the new teachers will either accept or remain in jobs in sparsely populated regions. Most teacher candidates in special education prefer to teach in suburban communities (Bell, Bull, Barrett, Montgomery, & Hyle, 1993). Further, urban-based programs seldom prepare candidates for local community values. Nor do they include specific concepts and competencies about service delivery in rural regions (Carr, 1995; Cole & Leeper, 1995). Further, urban-prepared new teachers often have difficulty adjusting to the social relationships and cultural values of rural regions (Muse & Thomas, 1992). A much more productive approach to responding to rural teacher shortages has proved to be the preparation of individuals who reside in the community (Alvarado & Cegelka, in press; Bornfield, Hall, Hall, & Hoover, 1997). Commitment to place has been identified as the singularly most important factor in the retention of rural special educators (Bell, et al, 1993; Gamble, 1995; Muse & Thomas, 1992; Wei, Shapero, & Boggess, 1993). In recognition of the benefits of preparing local people as special education teachers, urban universities have responded by placing credential programs in rural regions, frequently relying on adjunct faculty of unknown or indifferent quality and providing limited control of program quality or fidelity (Helge & Mars, 1982). Over the past decade, increasing numbers of technologically-based distance-education models have been developed; these incorporate various combinations of satellite course delivery, compressed video-disc delivery, and on-site delivery of instruction (Howard, Ault, Knowlton, & Swall, 1992; Collins, 1997; Ludlow, 1994). Often these programs are designed primarily for uncertified in-service teachers and employ some form of alternative certification, often in partnership with the district(s) in which the teachers are employed. Regardless of the delivery structure of these programs, a major drawback has been the difficulties inherent in providing adequate arena-of-reality practica in actual rural classrooms. The geographic distance between the university and the rural community can make the time requirements and transportation costs for campus-based supervisors prohibitive, leading to supervision that is infrequent and of questionable quality. This is problematic given that the field-based or practica portions of teacher preparation programs are widely viewed as the critical bridge between theory and practice (Welch & Kukic, 1988). To assure that this bridging occurs requires that there be systematic supervision and support that involves frequent observation, feedback, and guided practice (Englemann, 1988). This level of support that can be particularly difficult to attain when teacher preparation is occurring within 169 2 BEST COPY AVAILABLE the context of distance education. Various forms of peer-coaching have evolved as one means of providing high quality support and assistance to in-service teachers whether or not they hold credentials." @default.
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• W195781641 title "The Coach-of-Coaches Model for Preparing Rural Special Education Teachers." @default.
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