Evaluating a Transition Personnel Preparation Program: Identifying Transition Competencies of Practitioners

Abstract

To date, research has not sufficiently addressed the impact of personnel preparation programs on secondary special educators in relationship to specialized competencies needed to impact students during transition from school to adult life. This study sought to evaluate transition competencies gained by secondary practitioners involved in a transition teacher education program. We were particularly interested in examining whether graduates of our programs reported increased levels of competence upon completion of the program. Responses were compared to a pre-assessment measure to determine significant levels of change. Using quantitative and qualitative methods, findings were overwhelmingly positive. Over time, our evaluation methods have expanded in terms of sophistication. Finally, this article addresses strategies for evaluating personnel preparation.

Examining the Status of Transition-Focused Content Within Educator Preparation Programs

“…To date, only a handful of studies have examined how EPPs align course content and learning experiences with transition evidence–based practices and programs. Although some studies have focused on preservice students engaged in educator programs (i.e., Morningstar, Kim, & Clark, 2008; Wandry et al, 2008), the last nationally representative study of educator preparation occurred more than 15 years ago (Anderson et al, 2003), well before emerging research began to confirm the critical practices and predictors most likely to lead to postschool success (Mazzotti et al, 2016; Test, Fowler, et al, 2009). Anderson et al (2003) found special education department chairpersons and instructors reported the primary method of delivering transition content was through infusing this material in existing coursework.…”

Transition Trends Associated with Topic Focus Since 1990: A Literature Review

“…As transition transcends K–12 special education, several relevant articles may have been excluded because they were published in journals that focused on other related disciplines (e.g., Journal of Vocational Rehabilitation ) and could have bolstered the areas with low representation such as interagency collaboration (e.g., Oertle & Trach, 2007; Povenmire-Kirk et al, 2015). Similarly, articles from other special education journals not included in the 2012 Journal Citation Report (Thomson Reuters, 2013), such as Teacher Education and Special Education , could have provided a more comprehensive picture related to teacher education and training of transition specialists (e.g., Kohler & Greene, 2004; Langone, Langone, & McLaughlin, 1991; Morningstar, Kim, & Clark, 2008).…”

Fostering Collaboration as Transition Specialists Through Community Conversations

“…To encourage interagency and diverse stakeholder collaboration in transition education, state certification policies may need revision. Currently, there is a wide range of transition knowledge and performance skills within educator state policy structures (Kleinhammer-Tramill, Geiger, & Morningstar, 2003; Morningstar, Kim, & Clark, 2008). Recent findings from a national survey of transition specialists about their work expectations and roles (Morningstar, Wade, & Benitez, 2012), combined with other identifying transition evidence-based practices (Rowe et al, 2015; Test et al, 2009), could provide greater specification for performance skills within standards.…”