Education Coordinators Research Articles

Process evaluation of the Greek nationwide school health education program

Abstract Background Schools can play a significant role in promoting health of the school community. Process evaluation is always needed to gain valuable insights on how next health promotion interventions could be improved. In Greece, the first effort to organize health education interventions in the schools at national level, was in 2019 by the Ministry of Health. The aim of the current study was to evaluate the process of a national school health education program in Greece. Methods The health education interventions took place during school year 2019-2020. They included the following themes: oral health, healthy eating, mental health, sexual health, bullying, and online safety. Multidisciplinary teams co-developed all health education material. A representative sample of teachers and health professionals filled in the structured questionnaires developed for the current study, after their informed consent. Statistical analysis was conducted using SPSS statistical software (version 22.0). Results Most teachers evaluated as excellent (83.6%) the cooperation with the school principal and the health education coordinator (77.6%), while the general satisfaction from the intervention was evaluated as excellent by 69.8% of them. In addition, most of the health professionals (90.7%) perceived as excellent the cooperation with the health education coordinator and the other health professionals (86.3%) as well as the cooperation with the school principal (87%). Conclusions Even though this was the first effort in Greece to organize school health education interventions at a national level, the results of the process evaluation have been positive. Therefore, the Greek Ministry of Health has adopted this program which is implemented until today. Key messages • Process evaluation of school health education interventions is important to improve future initiatives. • Centrally organized school health education interventions may be the key for their success.

Educational policies and their impact on the Basic Education Development Index of the State of Amapá: case studies

This research deals with educational policies and their impact on the Basic Education Development Index (Ideb), with the aim of analyzing the measures adopted by the State of Amapá to increase the Basic Education Development Index in the Irmã Santina Rioli and Nilton Balieiro schools. Machado and its effects on student learning. This is qualitative research, using the technique of focus groups and interviews aimed at teachers, managers and the Basic Education Coordinator of the State Department of Education of Amapá. It was verified that there is a lot to be done to improve student performance, highlighting the need to expand the number of vacancies and improve working conditions for teachers, through the creation of learning laboratories, availability of digital devices with internet access, adapting the career plan of education professionals.

‘No one knows where we fit in really’: the role of the Special Educational Needs Coordinator (SENCO) in primary school settings in Ireland – the case for a distributed model of leadership to support inclusion

ABSTRACT This article examines the role of the Special Educational Needs Coordinator (SENCO) in primary schools in Ireland, an area that is under researched with little or no empirical data available. The current qualitative study, congruent with an interpretivist paradigm, provides narratives from four SENCOs offering insight into both the operational and leadership role of the SENCO in Irish primary schools, focusing mainly on the latter as a distributed model approach. The findings indicate that this sample of SENCOs may be constructed as ‘apparatuses of knowledge’ (Foucault 1980) within five broad areas of responsibilities: (1) identifying children with additional needs and administrating assessments, (2) fostering in-school collaboration and supporting others, (3) determining and monitoring resource allocation, (4) providing staff development and (5) liaising with external agencies. Emerging from the findings is a reinforcement of the value of the SENCO as a leader through a distribution of power situating them as forward thinking and proactive. Despite this, there is a reluctance in assuming the position of a SENCO due to the heavy workloads and lack of recognition of the administration and coordination duties. This research calls for a consideration of the SENCO position in national policy with both monetary and leadership titled recognition for the role.

Developing Our Teaching Praxis Using a Japanese Lesson Study Model Applied to Corequisite Mathematics

In 2003, the Texas State Legislature enacted the Texas Success Initiative (TSI). The Texas Higher Education Coordinating Board (THECB) coordinates the implementation of this mandate at both universities and community colleges across the state. Upon entering a postsecondary institution, non-exempt students are tested using the TSI Assessment (TSIA2), a 2021 revision of the initial TSI Assessment. A student’s scores are used to assist Texas public institutions of higher education in determining if students are prepared for introductory college coursework in the areas of English Language Arts and Reading (ELAR) and mathematics. Students can be exempted from the TSIA2 if they meet college readiness standards on the SAT, ACT, or endof- course examinations in math and language arts or successfully complete a Texas high school college preparatory course, which is available to all students enrolled in a public Texas high school.

Developing an effective and comprehensive communication curriculum for undergraduate medical education in Poland – the review and recommendations

BackgroundThe recognition of the importance of effective communication in the healthcare system has been growing. Given that communication courses must be adjusted to the specificity of a particular culture, language, and other contextual issues, many countries and communities sharing a common language have proposed their recommendations for a communication curriculum for undergraduate medical education. To date, no recommendations have been developed for either any Central and Eastern Europe countries or for regions where Slavic languages are spoken. Their specificity of post-communist transformation should be acknowledged. This study aims to review communication curriculums and offer recommendations for medical communication training for undergraduate medical students in Poland.MethodsThe recommendations were developed through an iterative consultation process with lecturers, faculty members of medical schools, and education coordinators. PubMed and Google Scholar databases were searched to identify full text English and Polish language articles on communication curriculum for undergraduate medical education. Additionally, the new Regulation of the Polish Minister of Science and Higher Education, defining educational standards for undergraduate medical education was analysed in search of learning outcomes that could be applied in communication skills teaching. The authors extracted the most relevant communication skill competencies, as determined by the process participants, discussed current challenges, including those of the COVID-19 pandemic era, and indicated best practices.ResultsA review was conducted, and a set of recommendations was developed pertaining to the scope and methodology of teaching communication skills. The study included: (1) definition, (2) education content, (3) learning outcomes, (4) the recommended teaching methods. The recommendations are in concord with the graduate profile, as well as the current structure of medical studies. The authors listed and discussed the basic communication competencies expected of medical graduates, as well as medical communication course content viewed from different perspectives, including clinical, psychological, sociological, legal, and linguistic.ConclusionsDetailed recommendations aimed at integrating best practices into a comprehensive communication curriculum may promote successful teaching, learning, and assessment of medical communication.

Academic Performance of Texas 4-H Alumni

Academic achievement is one of the central outcomes targeted by all major models of youth development. Youth who succeed academically are well-positioned to thrive through meaningful careers, positions of community leadership, and fulfilling personal and family lives (Arnold, 2018). As such, the Texas Higher Education Coordinating Board (THECB) has established a set of ambitious goals for the postsecondary education of Texas youth. Almost in tandem with the establishment of these goals, outcomes of academic achievement in relation to membership in Texas 4-H have become a keen interest for stakeholders. Through our study, we compared postsecondary academic achievement of Texas 4-H Alumni who graduated from high school in 2013, 2014, and 2015 against the Texas population. Data sources included the National Student Clearinghouse (NSC), the THECB, and an online survey. Results found that Texas 4-H alumni substantially outperformed the population of Texas higher education students on completion rates, baccalaureate graduation rates, marketable skills, student debt, ACT scores, and dual credit enrollment. To provide further direction and context, opportunities for Texas 4-H to build upon this success are provided in the recommendations section.

Qualitative process evaluation of the EmpaTeach intervention to reduce teacher violence in schools in Nyarugusu Refugee Camp, Tanzania

ObjectiveWe explored the experiences and perceptions of school staff and students with the EmpaTeach intervention to prevent teachers’ violence against school students.DesignThis qualitative study involved in-depth interviews with 58 and...

Patient-reported outcomes and pharmacist actions in patients with multiple sclerosis managed by health-system specialty pharmacies.

This study evaluated patient-reported outcomes (PROs) and pharmacist actions for patients on disease-modifying therapies (DMTs) for multiple sclerosis (MS) through health-system specialty pharmacies (HSSPs). A multisite, prospective cohort study of patients utilizing an HSSP for DMT fulfillment was performed. Primary outcomes were affirmative answers to PRO questions regarding impacted productivity, hospitalization, and relapse and pharmacist actions. Rates of pharmacist actions were reported as the number of person-years of treatment per action. Univariate and multivariate logistic regression were used to evaluate the association between each PRO and covariates, including the number of pharmacist actions performed, age, sex, insurance, site, and route of administration. The 968 patients included had 10,562 fills and 6,946 PRO assessments. The most common affirmative PRO was impacted productivity (14.6%). Pharmacists performed 3,683 actions, most commonly general medication education (42.6%) and safety (33.3%). Rates of general medication education and nonfinancial coordination of care actions were similar across medication classes; other pharmacist actions varied by medication class. Insurance type was significantly associated with reporting impacted productivity; patients with Medicare and Medicaid were 2.2 and 3.1 times more likely to have reported impacted productivity, respectively (P < 0.001) than commercially insured patients. Patients who reported impacted productivity had more pharmacist actions (P < 0.001). Patients on DMTs through an HSSP reported low rates of impacted productivity, relapse, and hospitalization due to MS, although patients with noncommercial insurance were more likely to have impacted productivity. Patients reporting impacted productivity and those taking certain DMTs may require more frequent pharmacist actions.

Development of a Tool to Determine Excellence in the Provision of Physical Therapist Clinical Education: A Modified Delphi Study.

The purpose of this study was to create a Site of Excellence in Clinical Education (SECE-PT) tool with the essential criteria used to determine excellence in the provision of physical therapist clinical education at a clinical site using a consensus-building approach. The development of the SECE-PT tool was divided into 2 parts. Part 1 involved the development of an initial set of proposed criteria, whereas part 2 employed a modified Delphi approach for consensus building. Purposive selection and snowball sampling techniques were used to recruit clinical instructors, recent graduates, site coordinators of clinical education, and directors of clinical education who met the inclusion criteria for the modified Delphi study. Three web-based survey rounds were used to achieve consensus, defined as a mean score of ≥7 on the 11-point Likert scale. The first round gathered demographic information on participants and collected information about clarity and redundancy in the criteria provided, the second gathered information once again about clarity and redundancy on the revised criteria provided, and the third asked participants to rate how essential it was for a site of excellence to demonstrate each of the final criteria. A total of 123 participants, equally representing clinical and academic perspectives, completed the demographic survey and round 1. Ninety-four participants completed round 2, and 80 participants completed the third and final round. Consensus revealed that 44 criteria were deemed essential for a SECE-PT to demonstrate. This study provides a measure to evaluate clinical sites providing clinical education. The SECE-PT tool should be widely adopted to evaluate the quality of the clinical site providing the education to student physical therapists. The SECE-PT tool can be used by clinical sites for self-assessment to examine aspects of their clinical education programs and determine whether parts of their program should be further developed. This can provide a framework for discussion and collaboration between clinical and academic partners, as well as regional consortia.

Embedding key strategies from the Incredible Years Teacher Programme within teacher practice, over time

There is considerable evidence supporting the success of the Incredible Years Teacher (IYT) Programme. Despite this, few studies in Aotearoa New Zealand have investigated teachers’ ongoing use of IYT strategies once they have completed their training. This research examined whether teachers felt they had embedded the use of IYT strategies in their practice post their initial IYT training, and whether they used some IYT strategies more frequently than others. Using a mixed methods approach, this research surveyed 65 teachers who trained 2-10 years ago in Ōtautahi. The results indicate that teachers feel confident implementing IYT strategies within their practice, and they implement strategies from the lower layers of the IYT pyramid more frequently than more intrusive strategies from the upper layers. Teachers also reported that training with colleagues and working within schools that embraced IYT helped them embed their learning in their practice. This research has implications for IYT group leaders, peer coaches, and administrators, as well as principals and their leadership teams, RTLB Cluster Managers, Ministry of Education coordinators, and classroom teachers who are considering training. Overall, the results indicate that teachers benefit from IYT training and continue to implement key IYT strategies in their practice after they have completed their training.

Influence of Secondary Organizational Socialization on How Physical Education Teacher Education Program Coordinators Execute Their Administrative Roles and Responsibilities

The purpose of this study was to investigate the influence of secondary organizational socialization on how physical education teacher education program coordinators execute their administrative roles and responsibilities. Two female program coordinators located within the United States were individually interviewed and provided documentation for analysis. Data analysis was conducted using analytic induction and constant comparison techniques. Both participants acted as customizers, persuaders, and interpreters. The factors influencing the socialization of physical education teacher education coordinators were department faculty, college administration, student enrollment data, and cooperating teacher feedback. Although working at very different institutions, the roles, responsibilities, and socialization influences for both participants were similar. In addition, and despite the prevalence of low enrollments and the educative teacher performance assessment, program coordinators appeared to negate these issues and were effective in executing their administrative roles and responsibilities. These findings would be of interest to those interested in and/or currently maintaining administrative positions in physical education teacher education.

The Academic Turn of Child and Youth Care Practicum Coordination at MacEwan University

The established agency-based approach to child and youth care (CYC) practicum coordination in post-secondary education is no longer sustainable. It has been impacted by the persistent expansion of professional programs requiring practicum placements for increasing student populations and must be rethought to address the changing needs of stakeholder service providers. This article discusses the creation of a non-administrative, academic CYC practicum coordination position at MacEwan University. The primary focus of this newly created position is to lead the transition from an all-inclusive agency-based placement model of field education to a multifaceted approach to coordination, which will include both research-focused and project-based practicum opportunities.

The Impact of COVID-19 on Physical Therapy Clinical Education Experiences in Florida.

Full-time clinical education experiences (CEEs) constitute a significant component of entry-level physical therapy education. COVID-19 challenged clinical education throughout the country by affecting the availability of CEEs. Research suggested that the number of clinical education spots available would stay the same. By contrast, the number of students enrolling in physical therapist (PT) and physical therapist assistant (PTA) education programs continues to rise. In response to the COVID-19 pandemic, students and faculty expressed concerns about the lack of student readiness and the availability of CEEs. The purpose of this study was to examine prepandemic factors that influenced the number of CEE slots available in Florida and the impact that the COVID-19 pandemic had on slot availability. Furthermore, researchers sought to identify factors that prevented a return to prepandemic levels of CEE spot offerings and recognize solutions to overcome those barriers. Finally, the researchers aimed to pinpoint suggestions to enhance collaborations between the clinical sites and physical therapy education programs. Forty-eight site coordinators of clinical education (SCCEs) from various settings and regions in Florida completed the survey. An online survey was distributed to Florida SCCEs to ascertain their perceptions on how COVID-19 influenced clinical education. The researchers used descriptive and inferential statistics to analyze the data. Clinical instructor (CI) volunteerism was the primary determinant of CEE spots available before the COVID-19 pandemic. The number of CEE spots was reduced for both PT and PTA education programs during the COVID-19 pandemic. Although the PTA slots returned to their baseline from 2019, the PT placements remained significantly lower in 2021. Social distancing and CI availability had the most considerable impact on CEE offerings. Site coordinators of clinical education also suggested that the greatest supports needed from the academic institutions were educating students on COVID-19 prevention and providing personal protective equipment (PPE) to students for their CEEs. This article also offers suggested incentives that academic sites can provide their clinical partners, such as in-services earning continuing education units, to enhance their participation in clinical education. All clinical education stakeholders must collaborate to provide students with the required clinical educational opportunities. Academic sites should continue to provide support, training, and incentives to CIs to enhance participation from clinical education sites. Educational programs must add content about COVID-19 to their curriculum and consider providing students with PPE during their rotations to restore the number of CEEs post-COVID-19 pandemic.

Supporting a climate of belonging: Justice, equity, diversity, and inclusion (B-JEDI) at the Sidney Kimmel Cancer Center (NCI-designated).

e18626 Background: Diversity fuels discovery and is, thus, essential to the well-being of a cancer center and its members. To implement our efforts, the Sidney Kimmel Cancer Center (SKCC) appointed an Associate Director for Diversity, Equity, and Inclusion (DEI) who welcomed interested faculty, staff, and trainees to gather to consider principles, coordination, aims, and priorities to achieve Center priorities for diversity, equity, and inclusion. Methods: After an initial town-hall type gathering, an analysis of approaches at peer institutions, and subsequent subgroup incubator meetings that engaged the Associate Directors for Cancer Research Training and Education Coordination and Community Outreach and Engagement and the SKCC Scientific Programs, additional members became involved, missing potential strategic partners were identified and invited to participate, and a workplan was developed. Results: Through our inclusive process, the SKCC community affirmed equity as a cornerstone value, identified a climate that supports belonging and pathways to success as strategic priorities, and committed to disseminating a survey to guide progress towards the priorities. Our group, initially known as the DEI Committee selected as its name, Belonging-Justice, Equity, Diversity, and Inclusion (B-JEDI), and invited everyone to “B-JEDI”, acknowledging that to succeed, we must all be working towards our ideals. The B-JEDI strategic planning subgroup drafted, tested, and disseminated the survey to yield a strategic plan; and another subgroup developed a DEI mission statement for SKCC. Incubator subgroups composed of faculty, staff, trainees interested in the topic (Investigation, Awareness and Education, Health Care Delivery, Community Outreach Partnership &amp; Engagement (COPE), and Advocacy) are actively working with institutional partners to advance strategic goals and priorities. Conclusions: B-JEDI (Belonging-Justice, Equity, Diversity, and Inclusion) provides guidance and fuel to SKCC in its mission to improve lives through discovery. Composed of interested members of the SKCC community, B-JEDI is welcoming to all, has strategically engaged institutional leadership partners, and is developing processes to engage our catchment community at large. [Table: see text]

Abstract 13: Barriers to Diagnostic Follow-Up for Women With a Suspicious Clinical Breast Examination at the Primary Health Center in Uttar Pradesh State in India: A Qualitative Study

Abstract Purpose: The purpose of this study was to understand key barriers to diagnostic follow-up for women with a suspicious clinical breast examination (CBE) at the primary care level in Uttar Pradesh (UP) state in India. We also explored acceptability of the use of mHealth strategies to address barriers to CBE follow up for women. Methods: We conducted 28 in-depth individual interviews with key stakeholders involved in the Breast Health Initiative in Lucknow district, UP. Primary health facilities in rural and urban settings were purposively selected based on the number of CBE screening exams conducted in the last year and the number of women with a suspicious CBE identified. We interviewed six women with a suspicious CBE at the primary health facility who did not have diagnostic follow-up, six community health workers (ASHAs), six healthcare providers from primary health facilities and four district or state-level health decisionmakers. Interviews were audio-recorded and transcribed verbatim. Coding and thematic analysis will proceed once translation of the full dataset of transcripts is complete. Results: Preliminary analyses of qualitative interviews found that cancer stigma and fear are significant barriers to both breast screening and follow-up of an abnormal CBE. Male providers and long waits at the district hospital are barriers to completing confirmatory diagnostic exams. Providers maintain that, despite community education and outreach efforts by ASHAs, lack of awareness of breast cancer and the importance of follow-up for abnormal CBE remains a barrier to early detection. Conclusion: Knowledge barriers, cultural barriers, and health system barriers challenge women’s ability to follow recommendations for diagnostic follow-up of an abnormal CBE in Uttar Pradesh, India. Multi-level strategies are needed to address these barriers. Our findings will help inform the content and approach of an mHealth patient navigation strategy that could include patient education, reminders, patient tracking, and care coordination. Citation Format: Erica Liebermann, Gulnoza Usmanova, Nadeem Akhtar, Shivani Agrawal, Vaibhav Patwardhan, Parag Bhamare, Somesh Kumar. Barriers to Diagnostic Follow-Up for Women With a Suspicious Clinical Breast Examination at the Primary Health Center in Uttar Pradesh State in India: A Qualitative Study [abstract]. In: Proceedings of the 11th Annual Symposium on Global Cancer Research; Closing the Research-to-Implementation Gap; 2023 Apr 4-6. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2023;32(6_Suppl):Abstract nr 13.

Beyond Bologna? Infrastructuring quality in European higher education

Applying qualitative methods, this paper examines the burgeoning of quality assurance databases, processes and networks of actors in the field of higher education in Europe. Our main argument is that there has been a move from the Bologna Process being the near singular focus for European-level coordination and harmonisation of higher education, towards the making of a much more diverse and complex quality assurance and evaluation infrastructure. This infrastructure involves a range of distinct but interdependent actors and processes and contains explicit and implicit interlinkages with the production of wider policy agendas, such as the rise of the European Education Area. The aim of this paper is to analyse the growth and complexity of Quality Assurance (QA) in higher education (HE) in Europe, as a way of understanding the multifaceted and continuously developing process of Europeanisation.

New Directions in Social Work Field Education in Canada: Promising, Wise, and Innovative Practices

ABSTRACT Field education provides students with the opportunity to supplement classroom learning with the hands-on practice needed to be successful after graduation. However, in recent years, field education has encountered several challenges including a changing societal environment, placement scarcity in the face of increased enrollment, and strict guidelines for the provision of adequate supervision. In response to these challenges, semi-structured qualitative interviews with 35 social work field education coordinators, directors, faculty liaisons, field instructors and field supervisors were conducted throughout the prairie region of Canada between July and December of 2020. These interviews were aimed at determining innovative, promising, and wise practices that would address the various challenges in the provision of field education while also providing a pathway forward to the transformation of more sustainable social work field education practices. Findings indicate that there is a need for additional supervision strategies and increased flexibility within field placements, as well as a greater focus on the need for decolonization within the social work field education sphere. The emergence of COVID-19 was also discussed as both an exasperating factor within the current field education system while simultaneously creating an opportunity to reevaluate and restructure current field education practices.

COORDINATOR OF INCLUSIVE EDUCATION AS A CHALLENGE FOR UKRAINIAN EDUCATION SYSTEM

Education of children with special educational needs (SEN) in Ukraine continues to find the ways of its realization under the conditions of the deficit of different supportive factors, among them – provision of the specialists. There is no position in Ukrainian schools, which would deal with the issues of inclusive education on the competent basis. At the same time there are several similar positions in the US schools (special education teacher, case-manager) as well as there is a position, which is directly related to coordination activities – Special Educational Needs Coordinator (SENCO). We believe that existence of the position of coordinator in the support team is one of the main conditions of coordinated work of the support team, which would provide continuity in the process of education, upbringing and socialization of the person with special educational needs. The article provides generalization of the main directions of activities of such a coordinator according to the professional profile and offers the assumption regarding the possible coordination role, which could be conducted by one of the members of the support team in Ukrainian schools. The article provides analysis of the existing legal and scientific-methodological materials, focused on the issue of the support team as well as the issue of coordinator of such a support. The lack of Ukrainian educators` awareness on the content of the team interactions and the role of the coordinator is defined, which became a condition to formulate a need to withdraw from the formalism and to look for the real coordinator, who would deal not only with the issues of learning of persons with special educational needs, but will be capable of introducing the culture of inclusive educational environment development, which would be barriers-free, supportive and developmental for all participants of educational process. In this process professional profile of Special Educational Needs Coordinator became the main guide regarding the defining process of the content of activities of this coordinator. According to this profile the specialist has to influence the school policy towards inclusive education, to assess the needs of children with SEN, to monitor their development, to train teachers and to coordinate their activities, and to support families of children with SEN. We analyzed how some of these coordinator`s functions can be realized in Ukraine, and we emphasized that these functions can be brought to life by other team members in the process of providing support to children with SEN. However, we hope that the special teacher – the new profession, which was introduced into Ukrainian classificatory of professions recently, would be the best option for this role.

Integrating Immersive Virtual Reality Simulation in Prelicensure Nursing Education.

Professor, Associate Degree Nursing, Amarillo College, Amarillo, Texas. Correspondence: Dr Hall, Amarillo College, Amarillo, TX 79118 ([email protected]; [email protected]). A special thank you to the Nursing Resource Center team and Level 4 faculty who helped with integration of the IVR simulation. Funding for the technology equipment, software, and virtual reality platform were provided by the Texas Higher Education Coordinating Board, 2020-2022 Nursing Innovation Grant Program. The author declares no conflicts of interest. Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal's website (www.nurseeducatoronline.com). Accepted for publication: April 30, 2023 Early Access: May 25, 2023

Early Years Staff Experiences in a “Culture of Learning” Regarding Inclusion in a Nursery Class in a British School: An Interpretative Phenomenological Analysis

Less than 20% of the early childhood education and care (ECEC) staff members working in British early childhood centres agree that the inclusion of all children is an essential part of their working agenda, as they feel unqualified to take care of children with complex SEN or disabilities. This study makes a novel contribution by drawing on data compiled from a one-year ethnographic study which addressed the in-service learning experiences of seven teaching staff members that work inclusively. The participants included 2 classroom teachers, 1 SENCo (Special Educational Needs Coordinator), and 4 teaching assistants from a preschool class that teaches 92 children between the ages of 3 and 4, located in a primary school in England. We explore what professional learning means for the participants’ role, which professional learning opportunities are meaningful to them, and under which circumstances had been offered. This study not only does consider their opportunities for professional development on the job but also outside of work. The data were collected through semi-structured interviews, artifact analysis, and ongoing participant observation over one academic year. Data were analysed using interpretative phenomenological analysis (IPA). The results demonstrate that this case study offers a unique perspective of a microsystem that could be at risk due to a lack of awareness by leaders and administration. The study is divided into four themes that directly impact inclusive professional service-development practices: (1) challenges posed to continuous professional development by differing professional roles, (2) motives for in-service training: combining career, school, and authorities’ interests, (3) promotion of meaningful professional development experiences by school, and (4) self-determined classroom motivated by respect and recognition.