Search

In this study, researchers operated from cognitive and situated perspectives to understand how individual qualities and contextual factors influenced elementary special education teachers' learning in a multifaceted professional development (PD) project, Literacy Learning Cohort, focused on word study and fluency instruction. Grounded theory methodology was used to analyze qualitative interviews, cohort meetings, and classroom observations. Participants included five special educators who taught reading to students with disabilities in Grades 3 to 5. Results highlighted the central role of teachers' ability to analyze their current instructional practice in developing integrated knowledge of word study and fluency instruction and crafting more integrated instruction. Teachers' individual qualities, contextual factors, and PD components also worked in concert with teachers' propensity to analyze instruction and ultimately influenced teacher learning (i.e., degree of integrated knowledge and practice demonstrated). Implications of these findings for designing effective PD efforts are discussed.

The purpose of this article is to inform teachers about the dangers of misalignment between core (Tier 1) instruction and Tiers 2 and 3 supplementary instruction for struggling readers and students with learning disabilities. Misalignment between core and supplementary instruction is problematic for students at risk of academic failure because it may result in heightened confusion and decreased practice opportunities. Lesson study (LS), a collaborative planning process, can be used as a vehicle to support general and special education teachers in aligning their instructional goals, strategies, and practice opportunities throughout the response to intervention (RTI) multi-tiered instructional framework. The authors identify and explain the traditional features of the LS cycle. In addition, each phase of the LS cycle has been broken down to include practical steps to support general and special education teachers in aligning the curricula, goals, and strategies throughout the instructional tiers of the RTI framework. (Contains 7 figures.)

The article reflects on current methods of teacher evaluation within the context of recent accountability policy, specifically No Child Left Behind. An overview is given of the most common forms of teacher evaluation, including performance evaluations, checklists, peer review, portfolios, the CEC and InTASC standards, the Charlotte Danielson framework, and value-added modeling. Each type of evaluation is briefly explained, and practical strategies are suggested to help special education teachers prepare for their evaluation. Teachers are encouraged to remain knowledgeable and proactive in light of changing evaluation policy and methods and to view the evaluation process as one that, although at times intimidating, can ultimately be beneficial to their professional growth. (Contains 1 table.)