Assessment of Professional Development Systems: Improving Rural Special Education Services

Rural Special Education Quarterly, Fall 2003 by Rude, Harvey A, Brewer, Robin D

Unique Considerations for Rural Special Education

The problem of providing fully qualified special education personnel is greatest in rural and/or sparsely populated regions that comprise two in every three of the country's local school districts (Cegelka & Alvarado, 2000; Hicks, 1994). Marrs (1984) found that special education teachers in rural schools fall into one of three groups: a) those teachers who grew up in rural settings and have a level of comfort with the environment; b) those teachers who are 'place bound' in rural settings due to personal or family commitments; and, c) those teachers who accept positions in a rural environment with no preparation for the professional and social constraints of living in a rural community. The concern for attrition of rural special education teachers has been well chronicled (Berkeley & Ludlow, 1991; Savelesbergh, 1994), and the prevailing solutions to this dilemma are found in accessible professional development via a variety of strategies that include training (Gamble, 1995; Maroney, 2000), mentoring supports (Odell, 1990; Whitaker, 2000), and clear delineation of responsibilities and expectations (Lemke, 1995; Mastropieri, 2001).

The concern for salary and various extrinsic motivations seems to be less of a factor for rural special educators than the variety of intrinsic motivators associated with the role. The factors most frequently identified in relation to keeping special educators in rural settings include: a) fidelity of personal interests with the expectations of the local community; b) reflection of local values in the professional development focus for teachers; c) relevance of professional development support to the arena of reality by rural schools; d) specialization of available mentors or coaches in the rural environment; and, e) feelings of professional and social isolation (Ccgelka & Alvarado, 2000). A theme that pervades the literature on retention is the need for support and professional development to allow teachers to cultivate their potential for success. In recognition of the importance of this finding, the accountability of professional development programs and activities is of critical importance. The issue of adequate preparation and ongoing support for professional educators regardless of geographical location or context is best viewed as a systemic issue involving the initial identification of teacher candidates, quality pre-service preparation, and ongoing professional development extending throughout the career of each individual (Darling-Hammond, 2001; Wise, 2001). The cultivation of ongoing professional development opportunities can be challenging in rural schools, making the assessment of outcomes a critical concern. Outcomes are viewed from a broad perspective including projected changes in knowledge, skills, and professional dispositions (Galluzzo, 1999).

Assessing the Impact of Professional Development

A dramatic strategy to focus on the results as well as the means of effective continuing education is the evaluation and assessment of professional development activities. Most efforts in this regard are directed at determining how participants react to the learning experiences, the content of the sessions, with little attention given to the application of learning. Killion (2002) reported staff development is most powerful when it focuses on results that can be expressed in student achievement. To this end, assessment needs to relate to "big picture" outcomes, comprehensive planning, and involvement of all participants in the process. The technology of assessing professional development results and outcomes has produced a variety of models to support accountability. Some of the more promising models include logic models about planned change, strategic planning encompassing a balanced accountability model, quality performance measures, and quantitative data measures. Each has been summarized in the context of balanced accountability systems. Examples of practical applications have been included through the presentation of two case study examples following the explanation of these models.