Increasing Rural Special Education Teacher Candidates' Ability to Implement Evidence-Based Practices: A Program Description of the Boise State University TATERS Program

• Published in: Rural special education quarterly Vol. 34; no. 1; pp. 5 - 9
• Main Author: Johnson, Evelyn S.
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01-03-2015; Sage Publications Ltd; SAGE Publications and Hammill Institute on Disabilities
• Subjects: Candidates; Capacity Building; Classrooms; College School Cooperation; Evaluation Methods; Evidence Based Practice; Feedback; Feedback (Response); Individualized Education Programs; Individualized Instruction; Learning; Mathematics Skills; Mentors; Online Courses; Outcomes of Education; Pedagogical Content Knowledge; Preservice Teacher Education; Preservice Teachers; Program Descriptions; Program Effectiveness; Program Implementation; Rural areas; Rural Schools; Special Education; Special Education Teachers; Students with disabilities; Teacher Certification; Teacher education; Teaching; Teaching Methods; Teaching Skills; Idaho (Boise); evidence-based practice implementation; special education teacher preparation; online teacher preparation
• ISSN: 8756-8705; 2168-8605
• DOI: 10.1177/875687051503400103

The Technology Accentuated Teacher Education for Rural Specialists (TATERS) program aimed to: (a) prepare highly qualified special education teachers across a state comprised of more than 70% rural districts, (b) develop a system of support through a mentor network and institutions of higher education collaboration to address the needs of teacher candidates in rural areas, (c) ground special education teachers in the use of evidence-based practices to improve the instructional services that students with disabilities in Idaho receive, and (d) develop a mechanism to evaluate and provide feedback on teacher candidates' implementation of evidence-based practices. This article describes the application of a special education teacher evaluation system to a teacher preparation program designed to improve special education teachers' ability to implement evidence-based practices for students with disabilities in rural areas. Key program components are described and future directions for continuous improvement are highlighted.