A Strategic Plan: Professional Development Through Collaboration, Teamwork, and Planning for Special Education Teachers

A Strategic Plan: Professional Development Through Collaboration, Teamwork, and Planning for Special Education Teachers to Increase Support for Students with Disabilities. Amy R. Povie, 2024: Strategic Research Project, Nova Southeastern University, Abraham S. Fischler College of Education and School of Criminal Justice. Keywords: Specialized Education, Individual Education Plan, Accommodations, Professional Development, Collaboration, Personalized Learning Environment This strategic research project was designed to provide special education teachers with professional development that includes knowledge and expertise in specialized instruction for students with disabilities. The project begins with the Savannah Chatham County Public Schools, where I am a special education teacher. After going through the steps of a SWOT Analysis and identifying forty factors that apply to the internal and external environment, which are the strengths, weaknesses, opportunities, and threats of the Savannah Chatham County Public Schools, a problem was established. The problem revealed was a lack of professional development activities specifically designed for special education teachers who teach students with 14 different and varied disabilities in the inclusion classroom setting. A guided framework for planning and a mentoring approach solution was established after the literature on the four selected solutions was analyzed to address the issue. The solution of a guided framework for planning and mentoring rationale is supported by an emphasis on the need for a guided planning framework for professional development to learn to identify a co-teaching model and implement practices that support students’ individual needs. The strategies to accomplish the solution were chosen by implementing the Quantitative Strategic Planning Matrix. These were classroom observations between veteran and beginning teachers and a collaboration and planning time between special educator teachers and providers. The strategy chosen was collaboration and planning time between special education teachers and providers, which gained the best attractiveness score of 5.29, as established by the Quantitative Strategic Planning Matrix. The action plan consists of six goals, with monthly meetings occurring at rotating places that incorporate all teachers and providers, such as schools, therapy centers, and outpatient services, to create a professional development environment for special education teachers and providers to collaborate and discuss how to implement specialized instruction based on individuals and create positive outcomes for students with disabilities. The literature review supports collaboration and communication between special education teachers and providers while providing a framework for discussion to facilitate specialized instructional best practices for students with special needs. Limitations can occur, such as lack of attendance and time to participate in monthly meetings. The finding is that this Strategic Research Project supports the Savannah-Chatham County Public Schools in implementing a guided framework, planning, and mentoring approach to teaching students with disabilities.