High-stakes accountability and teacher efficacy, professional development, instructional practices, and disability classification rates

The purpose of this study was to examine the effects of new Annual Professional Performance Review (APPR) legislation on professional development, instructional practices, differentiated professional development and teacher efficacy. Additionally, teacher perceptions regarding the impact of APPR standards and Response to Intervention (RTI) on the disability classification rate was examined.;A mixed-method survey was conducted comparing two public school districts, categorized as average need by the Needs/Resource Capacity Index in New York. Both districts educate students with similar demographics but report differing disability classification rates. District 1 reported a disability classification rate above the state the average and District 2 below. Four hundred and eighty four surveys were distributed via email with a Google Forms attachment and 140 surveys were returned for a return rate of 29 percent.;The results of this study revealed that the implementation of APPR legislation significantly affected teacher's perceptions of professional development, instructional practices, differentiated professional development and teacher efficacy. Professional development proved to be of high importance for all teachers in both districts. Perceptions of instructional practices and differentiated professional development were higher for teachers in grade level 3-8 and K-2. Overall, there was little consensus about the effects of RTI and APPR on the disability classification rate in either district, and most teachers were unable to respond to this question.;Generalization of these findings should be done with caution, as this study was limited to two similar, moderate need school districts in New York State. This study was limited to two public school districts in a suburban area of New York State. The results of this study rely on teachers perceptions, and retrospective reflections of the impact of state mandates on the variables. Concurrent layout of new curriculum, Common Core Learning Standards tied to professional review with little guidance.;Results of this study can be used to inform professional practice and add to the current body of research guiding educators. Specifically, teachers can use the results of this study to improve their understanding of teacher efficacy and instructional practices as they relate to educating students with disabilities in the least restrictive environment. Administrators can use the results of this study to examine teachers' perceptions of the type and quality of professional development opportunities that are offered to improve the quality of professional development in their district, and ensure proper implementation of strategies and best practices into the classroom setting. Further, the results of this study can be used to re-examine instructional practices used with students with disabilities as it relates to disability classification rates.