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

Abstract

Almost two decades since the last study of how educator preparation programs (EPPs) offer transition-related content to preservice teachers, this study sought to understand if the educator preparation landscape has changed. Given the impact of well-prepared secondary educators on student transition outcomes, reexamining the status of transition-related content within teacher education was warranted. Thus, the primary purpose of this study was to query a national sample of EPPs regarding the specific transition content provided and methods for conveying transition content to preservice teacher education students. Results indicated that small changes have occurred over time, with most programs reporting positive perspectives regarding the level of preparation among program graduates. However, the capacity of EPPs to offer high quality and evidence-based transition content appears to be inconsistent. This study emphasizes the need for future research, as well as improved practice within EPPs. Keywords educator preparation programs, transition content and coursework, postschool outcomes Research Question 1: Do programmatic characteristics and demographic factors (location of program [rural, suburban, urban], number of faculty and students, faculty specializations, courses offered) influence perceptions among EPPs of student preparedness across critical transition domains? Research Question 2: How do EPP faculty perceive the degree of preparation of their program graduates with regard to transition content? Research Question 3: How do faculty perceptions of importance of transition content affect the prevalence of transition content within teacher education coursework? Research Question 4: Do faculty provide instruction in key transition content areas, and if so, how is this content conveyed to students?

Status of Credentialing Structures Related to Secondary Transition: A State-Level Policy Analysis

“…Furthermore, results of this study do not necessarily align with the findings from Morningstar et al (2017) indicating that SEAs and IHEs have different information related to certification and licensure options offered by their states. This inconsistency suggests the need for increased collaboration among various stakeholders in transition-related personnel preparation, including SEAs, IHEs, and SVRAs (Plotner & Simonsen, 2017).…”

“…First, insufficient funding is available to support preservice and in-service personnel preparation of special education teachers in general, and secondary special education teachers in particular (Mazzotti, Rowe, Cameto, Test, & Morningstar, 2013; National Coalition on Personnel Shortages in Special Education and Related Services, 2017; Plotner & Simonsen, 2017). Next, a lack of collaboration between SEAs, LEAs, and institutions of higher education (IHE) exists relative to providing credentialing options for special education teachers (Morningstar, Kleinhammer-Tramill, Hirano, Roberts-Diehm, & Teo, 2017; Muller, 2010). Many states have limited credentialing options to (a) support specialization in specific special education areas (e.g., secondary transition) and (b) offer alternative routes to licensure (National Coalition on Personnel Shortages in Special Education and Related Services, 2017).…”

Examining Federally Funded Secondary Transition Personnel Preparation Programs

“…Next, Phase 2 participants discussed the importance of faculty expertise related to the development of transition personnel preparation programs. Morningstar et al (2017) surveyed 145 faculty members from 140 educator preparation programs and found 45% of respondents reported having a faculty member who specialized or conducted research in the area of secondary transition. The number of faculty specializing in transition may contribute not just to the availability of transition-related coursework but also to developing OSEP-funded transition preparation programs.…”

See You in Court! How to Avoid IDEA Transition–Related Mediations and Due Process Hearings

“…Because university teacher preparation programs are driven by federal and state policies and priorities, it is important to be able to evaluate special educators’ knowledge and skills related to providing transition services to students with disabilities so that policy makers can be informed of additional needs in their states (Morningstar & Clavenna-Deane, 2014). Most preservice teacher preparation programs for special educators do not provide the level of training needed to effectively plan and deliver transition services to students with disabilities (Benitez, Morningstar, & Frey, 2009; Morningstar, Hirano, Roberts-Dahm, Teo, & Kleinhammer-Tramill, 2018). Indeed, in-service training seems to be the primary method special education teachers receive information on transition planning and implementation (Benitez et al, 2009).…”