An Undergraduate Program to Address the Teacher Shortage: What We Thought We Knew

Authors

DOI:

https://doi.org/10.33043/JOSEP.3.1.18-32

Keywords:

Adult learning theory, CEEDAR Center, Program revision, Special education preparation

Abstract

After more than 20 years of a critical shortage in special education teachers, this mid-Atlantic state expedited program development for undergraduate-level teacher preparation programs. To meet the accelerated timeline, one program
at a large public university used its graduate-level coursework as a model for the undergraduate level program. After initial implementation, it was clear that revisions were necessary. In this article, we provide a description of the program revision activities conducted, including (a) building a representative advisory board, (b) conducting a needs assessment, (c) developing a coherent curriculum map, (d) creating an action plan and implementing reforms, and (e) reviewing ongoing activities for continuous improvement. Implications are described, including how special education teacher preparation programs can use the CEEDAR Center Roadmap to Educator Preparation Reform to guide data-based program revisions, conduct a Q-Sort Activity as a systematic way to identify program priorities, and engage in program review activities, ultimately to better prepare special educators and reduce the teacher shortage.

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Author Biographies

Kristen Merrill O'Brien, George Mason University

Dr. O’Brien is an assistant professor of special education in the College of Education and Human Development at George Mason University. Dr. O’Brien teaches undergraduate and graduate courses in special education, and her research focuses on coaching teacher candidates to improve instructional skills and special educators’ working conditions to improve teacher and student outcomes.

Margaret P. Weiss, George Mason University

Dr. Weiss is an associate professor in the Division of Special Education and disAbility Research at George Mason University. Her research interests include effective teacher preparation, co-teaching and collaboration, and the effective use of technology in both.

Pamela Baker, George Mason University

Dr. Baker is an associate professor and division director in the Division of Special Education and disAbility Research at George Mason University. Her research interests include effective leadership and policy change in special education, sport in bridging understandings of disability, and effective teacher preparation.

Published

05/08/2023

How to Cite

Kristen Merrill O’Brien, Margaret P. Weiss, & Pamela Baker. (2023). An Undergraduate Program to Address the Teacher Shortage: What We Thought We Knew. Journal of Special Education Preparation, 3(1), 18–32. https://doi.org/10.33043/JOSEP.3.1.18-32

Issue

Section

Special Issue on Teacher Shortages