Exploratory Study of a Team-Based Model of Transition Professional Development - Article

Oct 15, 2026

Quasi-experimental mixed-methods results evaluate a 12-week team-based transition professional development approach designed for exceptional students’ transition services. Participants in the intervention group showed statistically significant gains in knowledge of transition assessment practices, including improved use of age-appropriate transition assessments and implementation of practices aligned with comprehensive transition assessment processes. Team-level indicators at the program level also improved, and teams receiving the intervention were more likely to reach program-level goals than comparison teams. Implications for future research and practice are provided.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages13

Reading Time33 min

AccessFree to download

Abstract

Background: Transition Requirements and Competency Needs

Professional Development for Secondary Special Educators

Evidence for Effective Transition-Focused PD

Evaluating PD Content and Pedagogy

Exploratory Study of a Team-Based Model of Transition Professional Development Career Development and Transition for Exceptional Individuals 2024, Vol. 47(2) 119–131 © Hammill Institute on Disabilities 2023 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/21651434231166340](DOI: 10.1177/21651434231166340)[ ](DOI: 10.1177/21651434231166340)[cdtei.sagepub.com](cdtei.sagepub.com) Mary E. Morningstar, PhD 1, Sarah R. Carlson, PhD2, Dana Lattin, MEd3, and Rebecca Romine Swinburne, PhD3 Abstract This article shares the results from a quasi-experimental mixed-methods study of a promising transition-focused professional development approach. The 12-week team-based intervention resulted in positive outcomes among intervention group participants’ knowledge and capacities. The intervention group exhibited statistically significant changes in knowledge of transition assessment practices as well as in using various types of age-appropriate transition assessments and implementing effective practices associated with a comprehensive transition assessment process. At the program level, findings indicated team-level indicators showed statistically significant improvements. The study demonstrated teams who received the intervention were more likely to attain a program-level goal, which was substantially greater than the comparison teams. Implications for future research and practice are shared. Keywords transition assessment or planning, transition area, professional development, mixed methods, research methodology The Individuals with Disabilities Education Improvement Act (2004) identifies special education as responsible for ensuring students’ transition services. For the most part, secondary special educators are designated to provide both transition planning and instruction and transition services addressing student skills (e.g., self-advocacy, and career development; Mazzotti & Plotner, 2016) . Given these responsibilities, it is essential that special educators utilize transition evidence-based practices to increase student skills (Mazzotti et al., 2021; Test, Fowler, et al., 2009) . Atthe same time, staff within schools and districts, often referred to as transition coordinators, are likely to develop and implement program-level activities such as workbased learning, local interagency team collaboration, and transition program evaluation (Morningstar & ClavennaDeane, 2018) . Although secondary practitioners report a general understanding of transition mandates and planning approaches, they have continued to report their inability to effectively plan and deliver transition services is related to their lack of transition competency (Plotner et al., 2015) . Unfortunately, limitations within teacher education to ensure the depth of knowledge and skills associated with transition continue to exist over the past two decades (Morningstar et al., 2017) . Possessing core transition knowledge and skills enables practitioners to effectively use evidence-based practices leading to desired postschool goals for students with disabilities as has been evidenced by the Division of Career Development and Transition’s transition specialist professional standards (Council for Exceptional Children, 2015) . Professional Development for Secondary Special Educators Throughout the past two decades, research continues to confirm the positive influence of professional development (PD) on implementing transition (Morningstar & Mazzotti, 2014; Simonsen et al., 2020) . Unfortunately, most special educators continue to report learning about transition procedures on the job (Mazzotti et al., 2018), and they frequently do not have access to relevant and robust PD leading to changes in transition practices (Holzberg et al., 2018) . When transition-focused PD is provided, practitioners report the most common method is a large group workshop without o

FAQs

What was the focus of the 12-week team-based transition professional development intervention?

The study examined a transition-focused professional development approach delivered through a 12-week team-based intervention aimed at improving knowledge and capacities related to transition assessment practices.

What changes did the intervention group demonstrate in transition assessment knowledge and practice?

The intervention group showed statistically significant changes in transition assessment knowledge, including improved use of age-appropriate transition assessments and implementation of effective practices tied to comprehensive transition assessment processes.

How did team-level outcomes compare between intervention and comparison teams?

Program-level team indicators showed statistically significant improvements, and teams receiving the intervention were more likely to attain program-level goals that were substantially greater than those of comparison teams.

Oct 15, 2026

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