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No Child Left Behind (NCLB) required that school districts employ highly qualified teachers.\u00a0 NCLB defined a highly qualified teacher as possessing a bachelor\u2019s degree in each subject they teach, full state certification, and demonstrated competency in each core academic subject they teach (No Child Left Behind, 2004).\u00a0 While this new definition of a highly qualified teacher posed challenges for general education teachers, it proved to be the most challenging for special education teachers.\u00a0 Special education teachers are specialist in the field of teaching combing both traditional content knowledge and pedagogical knowledge to support student with disabilities (Zigmond & Kloo, 2011).\u00a0 Mastropieri, Scruggs and Hauth (2017), noted that not only must a special education teacher who teaches algebra demonstrate competency in math, they must also demonstrate competency in the pedagogical skills needed to teach students with disabilities.\u00a0 Per this standard, Mastropieri, Scruggs and Hauth (2017) suggest that highly qualified, in reference to special education, should be based around effectiveness and not solely on competency.\u00a0 They make the suggestion that highly qualified should be replaced with effective to describe special education teachers in today\u2019s classrooms (Mastropieri, Scruggs & Hauth, 2017). The Council for Exceptional Children (CEC) has established professional standards for special education teachers and these standards focus on content knowledge, knowledge of teaching diverse learners, assessment and communication.\u00a0 Of these standards, many studies have identified that effective special education teachers have extensive knowledge of their students learning characteristics (Stough & Palmer, 2003; Conners, 2008), have mastery of the content areas that they teach (Mastropieri, Scruggs & Hauth, 2017), have the pedagogical knowledge of how to teach diverse learners (Phelps & Shilling, 2004), employ effective behavioral management techniques (Brownell et. al, 2009) and effectively monitor their students\u2019 progress (Seo et. al, 2008 & Stough & Palmer, 2003).<\/p>\n
Pedagogical knowledge refers to specialized knowledge that teachers possess for creating effective teaching and learning environments for all students (Guerriero, 2013).\u00a0 In special education, this means combining a teacher\u2019s content knowledge with effective instructional strategies, as well as making instructional adjustments to meet students\u2019 individual needs (Stough & Palmer, 2003).\u00a0 Conners (2008) conducted a study seeking to identify qualities of an effective special education teacher.\u00a0 In their study of effective special education teachers in a large urban school district, Conners (2008) provided compelling evidence that, along with extensive subject area knowledge, the most effective special education teachers had a deep understanding of their students strengths and weaknesses, developed a strong sense of their individual needs and employed their knowledge of disabilities and individual students to create tailored learning experiences for each of their students.\u00a0 Stough & Palmer (2003) found that effective special education teachers were able to employee a wide range of instructional strategies to tailor instruction to their students\u2019 individual needs.\u00a0 They also note that for teachers to be able to tailor instruction to individual students needs, they must possess a deep knowledge of pedagogical strategies to support learners (Stough & Palmer, 2003).<\/p>\n
In conjunction with pedagogical knowledge, effective special education teachers must also possess a deep knowledge of the core subjects that they teach.\u00a0 Darling-Hammond and Young (2002) noted that while legislation focuses on content-knowledge only, the research exists that content knowledge and pedagogical knowledge are needed to have a significant impact on student learning.\u00a0 In their survey of special education teachers, Rankin-Erickson and Pressley (2000) noted a strong correlation between a teacher\u2019s extensive content-related knowledge and their ability to employ subject-specific pedagogy.\u00a0 They refer to this term as engaged knowledge (Rankin-Erickson & Pressley, 2000). Stough and Palmer (2003) also reference a teacher\u2019s engaged knowledge and their effectiveness in teaching.\u00a0 They note that a teacher\u2019s ability to understand the content and curriculum in detail, along with understanding the learning process increased their effectiveness in the classroom (Stough & Palmer, 2003).\u00a0 Mastropieri, Scruggs and Hauth (2017) combine engaged knowledge with instructional practice by stating that a teacher\u2019s subject-matter knowledge, combined with their pedagogical knowledge allow them to analyze student work and make individual instructional changes to support students learning.<\/p>\n
A teacher\u2019s ability to employ behavior management techniques that address student behavior in a positive way and keep students engaged on academic tasks, increases the likelihood that student learning will increase.\u00a0 Brownell et al. (2009) conducted a study of special education teachers and the factors that most influence student achievement.\u00a0 Their findings indicated that classroom management proved to have the most impact on student achievement (Brownell et. al, 2009).\u00a0 In their study, teachers who provided \u201cintensive, continuous instruction\u201d and were able to engage students in both instruction and classroom work had a more significant impact on their student\u2019s achievement than teacher whose classroom management was less effective (Brownell et. al, 2009).\u00a0 Mastropieri and Scruggs (2018) noted that effective special education teachers had efficient use of classroom time, used active instructional techniques, spent less time on seat work and use both whole and small group instruction.\u00a0 In addition to these characteristics, Seo et. Al, (2008) reported that teachers who employed positive reinforcement and addressed behavior issues immediately using positive redirection increased students\u2019 engagement in the classroom.<\/p>\n
Stough and Palmer (2003) found that the most effective special education teachers had extensive engaged knowledge, but also demonstrated effectiveness in monitoring their students\u2019 academic progress.\u00a0 Based on their monitoring of students learning, teachers were able to employ their pedagogical and instructional skills to increase student engagement and increase student achievement (Stough & Palmer, 2003).\u00a0 Along with monitoring student progress, effective special education teacher provided their students with extensive feedback and use a variety of materials to meet student needs (Seo et. al, 2008).\u00a0 Those teachers that employed a change in materials, both instructional and presentation, showed the greatest gains in student achievement.\u00a0 Seo et. al (2008) also found that effective special education teachers employed a continuous instructional decision-making progress to closely monitor students learning.\u00a0 Teachers who closely monitored their students\u2019 progress were able to make informed and appropriate adjustments to student learning in their classrooms (Stough & Palmer, 2003).<\/p>\n
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