Translating, Research, Innovation, and Policy into Practice: Interdisciplinary Transition Leadership Training (MS #97.05)

Abstract

Transition leadership competencies that address outcome-based and student centered services stem from direct experience in delivering transition services across special education, vocational education, and rehabilitation disciplines. Doctoral trainees in transition at Kent State University are provided a program of studies and opportunities for leadership activities which are built upon their experiences as teachers, coordinators, counselors, and program developers. The doctoral program in Transition Leadership at Kent State University uses in-depth study and intensive field work to instill values and competencies which cross special education, rehabilitation, and vocational education. Through the use of an Individualized Leadership Career Plan, leadership goals and interdisciplinary competencies of each student are identified and focused on activities which foster translation of research into practice. A program description and formative evaluation are presented to demonstrate impacts of the program on research and practice.

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

“…Internal reliability estimates were calculated using Cronbach's alpha and resulted in a coefficient of r 5 .95. This score indicates high levels of reliability of the survey, given that a reliability coefficient of .80 or higher is considered as ''acceptable'' in most social science applications (Frary, 2000).…”

“…Evaluating a Transition Personnel Preparation Program Morningstar, Kim & Clark considered to have a large effect (Frary, 2000). These results indicated that the group who had received coursework in the program (i.e., posttest group) was different from the group who had not taken coursework in the program (i.e., the pre-test group).…”

“…Morningstar, Kim & Clark White, Lehmann, et al, 2003;Flexer, Baer, Simmons, & Shell, 1997;Kohler & Greene, 2004;Morningstar & Kleinhammer-Tramill, 2005). This study collected teacher perceptions of improved competency regarding specific transition practices.…”