Developing Intervention Strategies that Support Classroom Teachers and Their Students

Beth Taglioli works full time as a math intervention specialist for William Allen High School in the Allentown School District. She is also a doctoral student in the COE’s Special Education program, finishing up her last class this fall. Her research focuses on supporting classroom teachers to implement interventions that help students with social emotional disorders. “Sometimes teachers—even very experienced, seasoned teachers—need some additional support and an extra eye,” she says. “So, I'm looking at ways to support those teachers to implement interventions.”

Taglioli has many years of experience implementing interventions with students in her own classroom. “I'm hoping, with my background and further education, I can support those teachers,” she says. In addition to her current doctoral work, Taglioli’s past graduate education includes three master's degrees: a higher education administration master’s degree from Penn State, a master's degree in special education through Teach for America at Chestnut Hill College, and most recently a master’s degree in educational leadership through the Urban Principals Academy at Lehigh University (U*PAL).

Taglioli was first introduced to the COE’s Special Education program while working as an emotional support teacher in Philadelphia. Her school district visited Lehigh’s Centennial School and learned about their intervention programs. She also worked at a non-residential hospital in Pittsburgh that used some of Centennial’s interventions. “So, when I was ready to pursue another degree, Lehigh was the first place that I thought of,” she says. “And, at that point, I was lucky enough to have it conveniently located 20 minutes from my house.”

Her degrees and certificates allow Taglioli to work in administration at different levels,

but her heart remains in the classroom and with the kids. “I like it—it just makes me happy, and I think that's where I want to stay,” she says. “I'm hoping that Lehigh will prepare me to better serve my students, my school, and my school district.”

Her graduate assistantship with the Lehigh University School Study Council (LUSSC) also has helped to inform her work. “We design professional development for superintendents,” she says. “And I get to work directly with Brian Osborne, a professor of practice who acts as a mentor.” Over the last three years, her role with LUSSC has helped Taglioli to network with 25 superintendents across the region. “That’s been extremely valuable for me, and I'm looking to really capitalize on those connections when it comes time to do my research.”

As she reflects on her graduate studies within the COE so far, Taglioli says that she values the flexibility possible within the Special Education program. “You get access to world class-level faculty and research and, as I said, the Centennial School is an exemplary model among schools in the state,” Taglioli says. “But you also get a program that is small enough to be flexible and work with you, and help you design a course of study that suits your personal and professional interests.” She doubts she would have had such flexibility within a larger program and university.

“I would encourage future students to stay true to their interests and advocate for themselves,” she says. “The COE faculty are responsive and supportive and will help you meet your goals.”