Recruiting Educators into Critical Shortage Areas

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Recruiting Educators into Critical Shortage Areas

• Darcie Peterson
• Utah State University
• NACADA October 21, 2006

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Special Educator Shortage

• Need for Special Education Teachers is largest in
  history. (Pipho, 1998)
• All categories of SPED, all geographic regions,
  especially rural communities. (AAEE, 1999
  Billingsley, 1993 Boe, Cook, Bobbitt
  Terhanian, 1998, Brownell Smith, 1992)

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• Source National Clearinghouse for Professions in
  Special Education Website

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Decline in Applications for Preservice Special
Education Programs Utah State University On
Campus
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Reported Experience of Preservice Teachers at
Utah State University
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(No Transcript)
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Strategies

• Brand
• Movie recruitment video
• Print Materials
• The Usual Methods (College Fairs, Open Houses,
  Peer Tutor Days in Districts)
• Articulation with Colleges and Universities

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And More Strategies

• Community College Visits
• Service Learning (SPED 4910)
• Recruiting in Service Classes (SPED 4000)
• Conferences to Targeted Audiences
• Graduate Recruiters
• Concurrent Enrollment (SPED 1000)

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Brand

• Hired a work study student that was a graphic
  design major
• Put the brand on all printed materials,
  t-shirts, bags, hoodies, posters, printed
  materials, etc

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Recruitment Movie

• Made in iMovie
• Very simple program to use
• Shot video of a recent graduate
• Took pictures of SPED students
• Permission

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Print Materials
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Relationships to Local Institutions

• Articulation Agreements
• Seamless Transfer
• Transfer Fairs
• Interest Seminars

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Service Learning

• Data from current students
• Targeted experience with students with
  disabilities
• Earn credit towards USUs Service Learning
  Certificate (recorded on the students
  transcript)
• Free help for local teachers
• Tutors get field based experience
• Reflection
• Journal articles and research about students with
  disabilities and current issues and trends
• Publicity

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Recruitment in Related Courses

• Target the Intro to SPED course that all
  education majors take
• Show recruitment video
• Share information through out the semester
  regarding the need for special educators

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Conference Posters

• Advertise the program at related conferences
• Paraeducator conferences
• Conferences for teachers

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Graduate Recruiters

• Hired work study student to contact former
  graduates
• Asked graduates if they would pass out info
  packet to peer tutors, para-educators, parent
  volunteers
• Send packets out to potential recruits

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Concurrent Enrollment Model

• High school students take courses for university
  credit
• Designed concurrent enrollment course for peer
  tutors working with peer at-risk students or
  students with severe disabilities
• Objective Recruit more students into the field
  of special education

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SPED 1000 Concurrent Enrollment

• Enroll high school seniors in peer tutor
  concurrent enrollment class
• Train tutors to use effective teaching and
  behavior management strategies
• Bring students to university campus one day per
  trimester
• Survey tutors to track attitude changes

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Model A

• Traditional Peer Model with Students with Severe
  Disabilities

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Tutor Selection

• Peer tutor for two previous trimesters
• Each trimester builds skills from the previous
  trimester
• Teacher/counselor recommendation
• Junior or Senior

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Peer Tutor Requirements

• Plan and execute a project (activity with
  students with disabilities)
• Attend another tutors project
• Six Reading/Writing Assignments
• Tour USU
• Visit additional SPED classroom
• Two reaction papers from participation in related
  disability activities

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Course Structure

• Students assist with programs
• Assist with functional life skill development
• Effective teaching strategies
• Effective behavior management strategies
• Data collection
• Reading/reflective writing
• Projects
• Activities (after school activity, Special
  Olympics, participate in disability awareness
  week, etc.)

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Excerpts from Tutors Papers

• Jessica was a huge factor in me becoming a Peer
  Tutor because everyday she had a new story to
  tell about Michelle, and how fun it was. I
  often found myself feeling like I was missing
  out. Taking this class is like stopping to help
  someone pick up their books its the right thing
  to do even if you dont know why, now or ever.
  My senior year has become the year of doing the
  things I wish I wouldve done before.
  Sam

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Excerpts from Tutors Papers

• Taking Peer Tutoring was a great opportunity for
  me. I was able to experience a different
  learning environment and see first hand how
  students with disabilities grow and develop.
  Through such an opportunity, I grew by presenting
  myself to situations that before I had taken the
  class, would have been outside of my comfort
  zone. I feel that in stepping outside of my
  comfort zone, I may have developed a greater
  level of self-confidence and have learned how to
  become more understanding and patient.
  John

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Model B

• High School Seniors Tutor Peers at Risk

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Peer Tutor Selection Criteria

• High school senior (to work with students at
  risk)
• High GPA (3.0 or higher)
• Good role model
• Emotional maturity
• Daily commitment to pupils
• Teacher/Counselor Recommendation

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Tutee Selection

• Sophomores (High School 10-12)
• At-risk student (less than 1.5 GPA)
• No previous services
• Low readers
• SAT scores
• End of Level Tests
• Teacher/Counselor Recommendation
• Parental Permission

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Course Structure

• Small group instruction
• Effective teaching strategies
• Effective behavior management strategies
• Positive Reinforcement
• Correction procedures
• Journaling/Reflection

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Evaluation Observation Rubric

• Attendance
• Preparation
• Corrections
• Praise
• Journal/Article Review

• Record Keeping
• Behavior Management
• Role Model

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Tutee Data- Reading Grade Level (progress over
two trimesters)
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Peer Tutor Journal Excerpts

• Being a Peer Tutor this trimester has helped me
  to help others. I was able to help kids with
  becoming better students and better people. I
  learned things about myself also. I learned that
  I can take charge of a group, even though it is
  difficult for me. I learned that if I act like I
  am in charge and demand respect, that students
  will look to me for help, and will give me the
  respect I demand. I have a hard time taking a
  leadership position, and this class has taught me
  how to better lead a group of people.
  Sally

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Peer Tutor Journal Excerpts

• Steve is spirited. Everyday this week he has
  displayed himself a cheerful, happy very
  talkative young man. Just before we began
  assessing, he commented on how he dislikes
  reading, English class and several more things,
  although he trailed off and I couldnt understand
  him. I have drawn some conclusions that he is
  smart and knows how to read, but does not have
  any desire for his own will to do anything. I do
  hope that he can remain in this class for I
  believe that I can help him change his point of
  view and encourage him to desire an education. I
  also believe this to be a good match and if not
  for him learning to read, but learning to love
  reading.
• Jessica

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Peer Tutor Journal Excerpts

• Learning the direct instruction teaching method
  is probably the most academically rewarding
  experience of my entire high school career.
  Through direct instruction, I was able to control
  behavioral problems in students who were
  previously deemed hopeless. I have seen direct
  instruction transform students who dont care
  what their grades are at all into people who are
  actually trying to achieve real academic success,
  something quite rare in high school, even among
  those with higher GPAs. In short, I believe
  that direct instruction is the best method for
  teaching a generation that expects entertainment
  and ignores education. Mark

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Peer Tutor Journal Excerpts

• Entering this class was a terrifying experience
  for me. I was worried that I would not be
  competent enough to reverse the troublesome
  learning experiences these students had in their
  past. I found myself to be very much mistaken.
  This class was set up so the peer tutors would
  merely be an example to ensure that the students
  were on task, a friend to look up to, and an
  instructor to answer any questions with a full,
  correct, and honest response, giving each student
  the complete attention that they had been lacking
  in the past

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Continued

• Someone once told me, Occasionally we may
  think we are guiding a friend along the path,
  when in reality we find the friend guiding us.
  I believe this class has not only helped these
  students become more prepared for life through
  better reading and comprehension skills, but it
  has made me become a better person, a better
  educator, and a better friend. Sarah

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Day on Campus

• Observe direct instruction model in lab school
• Observe autistic preschool
• Meet with professors to problem solve
• Visit Assistive Technology Lab
• Tour of USU grant projects for people with
  disabilities

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Day on Campus continued

• Tour by current special education majors
• Lunch with faculty
• Invite tutors to come back and shadow SPED majors
  in college classes and practicum sites

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Results

• Two early to say
• Tracking students in database
• Two students who were not interested in special
  education teaching degree last year in the
  course, have changed their minds and selected
  special education as their university major.
• Have met with four students this year to help
  plan out their high school classes to prepare for
  SPED major at USU.
• Three 2006 high school graduates just applied to
  our major.

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Other Ideas?
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Questions?
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Contact Information

• Darcie Peterson
• Department of Special Education and
  Rehabilitation
• Utah State University
• 2865 Old Main Hill
• Logan, UT 84322-2865
• [phone]
• darciep_at_cc.usu.edu