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In teacher preparation, more effective pathways and practices are needed for preparing, placing, and supporting beginning teachers and principals (Darling-Hammond, 2010; U.S. Department of Education, 2009b). A common issue in the field of special education is the lack of skill transfer from one setting to another (Dieker, Hynes, Hughes, & Smith, 2008). It has been posited that “practicing up” is not ethical in that novice teachers must attempt to teach with a limited knowledge of appropriate pedagogy and skill (Dieker et al., 2008). The new challenge becomes finding an effective mechanism that provides essential learning experiences and opportunities to refine teaching techniques to the highest standards of fidelity in a safely controlled and coordinated environment (Odom, 2009). Perhaps because of the ethical concerns in honing teacher skills on actual children, and despite the strong demand for professionals who are trained in discrete trial teaching (DTT), few studies have been published on training methodologies and fidelity of implementation (Fazzio, Martin, Arnal, & Yu, 2009). The training of teachers to implement evidence-based interventions such as DTT with fidelity while they are working with students with ASD cannot be over-emphasized in a teacher preparation program (Scheuermann, Webber, Boutot, & Goodwin, 2003; Simpson, 2004; 2005). The researcher utilized the TLE TeachLivE simulation classroom laboratory at the University of Central Florida as a mechanism to infuse cutting-edge technology and learning activities within program/project coursework. The TLE TeachLivE virtual classroom serves as a venue for pre-service and practicing teachers to safely gain proficiency and iv enhance fidelity of implementation of evidence-based practices. Participants experienced an immersive, real-time environment that featured interactions with Austin, an avatar that portrayed a student with autism. A trained interactor remotely controlled the behavior and responses of the avatar with which teachers engaged for practice sessions consisting of ten discrete trials. Between sessions, participants received individualized clinical coaching (ICC) on their performance. Upon termination of the intervention, two generalization probes were conducted to measure retention of fidelity over time within actual classroom settings. Results indicated that all five participants strongly benefited from learning DTT with ICC in the TLE TeachLivE learning platform. Across participants, the overall mean gain in fidelity from baseline phase (14%) to intervention phase (80%) was 66%. The fidelity means of participants in the generalization phase held to 90%, thus supporting the use of virtual environments for teacher preparation. Mean time among participants to attain higher than mastery level performance of 90% in intervention was 1.25 hours. This resulted in shorter training times than previously researched training programs (Arnal et al., 2007; Fazzio et al., 2009; Leblanc, & Luiselli, 2005; Thiessen et al., 2009). This investigation endeavored to reduce the potential of diminished pupil learning gains as a necessary consequence when honing skills in the appropriate delivery of instruction of discrete trial teaching.

The purpose of this study was to investigate and describe Multiple Subject credential preservice teachers' growth in competence toward reading instruction. Study participants were engaged in full-time student teaching in kindergarten through third grade classrooms. Each of the six participants was videotaped teaching three reading lessons, one each at the beginning, middle, and end of the field experience. Two reading specialists used the Checklist of Reading Instruction Behaviors to verify the use of and level of complexity of thirty-five (35) different reading instruction behaviors. The target behaviors were based upon two documents: (1) the Teaching Tasks, Skills, and Abilities ( TKAs ) adopted by the California Commission on Teacher Credentialing in 1997, and (2) the content specifications of the Reading Instruction Competency Assessment (RICA). Using qualitative software, N4 Classic , all transcripts of the reading lessons and accompanying lesson plans were coded for the same thirty-five (35) target behaviors. A 15-item survey assessed participants' perceptions of program assignments that contributed to their growth toward competency. Finally, scores from the RICA were compared to the levels of competency observed during the videotaped reading lessons. The findings indicate that all thirty-five reading instruction behaviors were used by the participants as a group. Individually, candidates used an average of 58% of the behaviors in only three lessons. Although all preservice teachers in this study were placed in primary grade classrooms, grade level differences were evident in the behaviors that were used and well-developed, with the most variance between grades K–1 and 2–3. The course assignments reported by study participants as most helpful in creating perceptions of competence were regular classroom experience and evaluations by cooperating teachers. No relationship was established between the scores on reading instructional behaviors observed in the classroom and scores on the RICA. Finally, six suggestions for further study are offered to improve the level of competency in preservice teachers to provide reading instruction. Additionally, the researcher recommended that preservice teachers be directly taught the 40 Reading Instruction Behaviors in their reading methods courses, including the developmental levels of reading instruction behaviors described in the Observation Rubric. Also, the Checklist of Reading Instruction Behaviors should be used in systematic observations of preservice teachers with follow-up use recommended in induction programs.

Over two million new K–12 teachers will be employed in the United States over this decade. Current conservative estimates state that close to thirty percent of new teachers hired to fill these positions will leave the teaching profession within the first three years. This study was designed to obtain current information about accredited teacher credentialing institutions with regards to how they affect teacher longevity in the teaching profession. Utilizing current research as a guide for determining what is needed to bolster the new teacher's ability to cope with the demands of the classroom, this research polled credentialing institutions in the state of California to determine if the elements existed within their programs. This study then presented the findings from the researcher created survey, the review of course catalogues, and follow-up interviews conducted for clarification. This research found that while ninety percent of the responses from the returned surveys agreed that teacher preparation programs do have a responsibility to affect teacher retention there are elements within all current programs surveyed that are missing.

A deficit currently exists in teacher preparation programs for teaching students with Autism Spectrum Disorder (ASD) using evidence-based practices, specifically in the area of Applied Behavior Analysis. As communication deficits are a primary characteristic associated with the diagnosis of ASD teaching communication skills is a common educational goal for students with ASD, and this skill needs to be addressed in teacher education. Mand training is one evidence-based practice applied to teach independent requesting skills to students with ASD. In this study, four teachers serving students with characteristics of ASD in the classroom participated in a multiple-probe across-participants study evaluating the extent to which online training videos prepare teachers in mand training procedures for students with ASD. Concurrent with teacher participants, changes in rates of student mands were evaluated for four students receiving instruction in a multiple probe design. Data analysis consisted of visual analysis of graphically displayed results and calculation of effect sizes. Results indicate that the Online Training Videos (OTV) were not effective as a standalone intervention for preparation of teachers to teach mands, however three student participants showed improved student outcomes.

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