Executive Summary Improving Instructional Quality for Students Through a Tiered Professional Development Framework. Shameka Smith, 2025: Strategic Research Project, Nova Southeastern University, Abraham S. Fischler College of Education and School of Criminal Justice. Keywords: chronic absenteeism, DRC Beacon Early Years, inclusive, tiered professional development, special education service delivery, collaborative teaching (co-teaching) This project focused on tackling inconsistencies in delivering special education services. These issues often stem from the absence of standardized procedures, variations in teacher readiness, and limited accountability within service models. Utilizing a strengths-weaknesses-opportunities-threats analysis to evaluate internal and external factors, the project highlighted the necessity for a systematic, data-informed approach to professional development. The aim is to design and implement a tiered professional development system that ensures consistency, fidelity, and equitable instruction across all classrooms serving students with special education needs. To address this issue, four potential solutions were examined through a review of relevant literature. Standardized teacher training programs were selected, utilizing a tiered professional development framework. This strategy received the highest total attractiveness score of 8.00 in the quantitative strategic planning matrix, reflecting its strong fit with organizational needs and capacity. An action plan was created, detailing essential steps for successful implementation: (a) conducting a thorough needs assessment, (b) selecting coaching and training participants, (c) designing the tiered professional development model, (d) establishing monitoring points to ensure fidelity and instructional effectiveness, and (e) integrating mentorship and collaboration to promote sustainability. While research strongly supports the use of sustained, job-embedded professional development for enhancing special education results, it also emphasizes the need for ongoing assessment to properly measure its impact. I recommend using a combination of formative and summative evaluation methods—like fidelity checklists, coaching logs, and student performance metrics—over several years to evaluate implementation effectiveness. Long-term monitoring will track improvements in instructional quality, teacher confidence, and student achievement. This research emphasizes the importance of a structured, monitored professional development system as a crucial factor in improving instructional consistency and student outcomes in special education.
| Date of Award | Aug 7 2015 |
|---|
| Original language | English |
|---|
| Supervisor | Lucas DeWitt (Supervisor) |
|---|