Multiple background possibilities Intentional Induction and Mentoring: Resources for Implementing Effective Programs for Special Education Teachers Meg Kamman and Erica McCray

Turn and Talk Why might the experiences of beginning special education teachers be different than other beginners?

Novice special educators usually enter the field enthusiastic and eager to begin teaching students with disabilities. However, even the best prepared of these new entrants face steep learning curves as they work to apply in complex school settings what they have learned from their pre-service programs.

What do we know about novice special education teachers? Concerns: Inclusive settings and collaboration Pedagogy Managing and organizing work

Inclusive Settings and collaboration Special educators not feeling part of school School not supportive of inclusive settings – Lack of school-wide philosophy and structures Majority of new teachers reported problems in collaboration (e.g., resistance, proximity, schedules) Inadequate support in addressing concerns “Working at the edge” Collaborating with general education teachers, experiencing resistance to teaching students with disabilities, working with special education teachers, physical proximity, general information support. Increase commitment when there is a sense of collegiality Interactions with paraprofessionals- may be uncomfortable managing, defining roles, parents- low attendance in meetings or anxiety about parent meetings Lack of administrative support and interaction

Pedagogy Curriculum Struggled to teach & modify several content areas across multiple grades Inadequate preparation in content subjects Inadequate preparation to teach reading Lack of materials Managing student behavior

Managing and Organizing work Paperwork, IEPs & meetings Caseloads Time/Scheduling Role ambiguity Easily frustrated with heavy caseloads and managing all the paperwork associated with this along with teaching duties Tome management also plays into this trying to schedule meetings and also focus on instruction Often NST feel unsure of their role, because those around them have different expectations. This creates anxiety and dissatisfaction

What are some ways you help novice special educators? Talk and Turn What are some ways you help novice special educators?

School culture/climate How do we help? Induction Mentoring Mentor Match Professional Development Orientation Administrative Support School culture/climate

Mentoring We know that mentor match is important for novice special education teachers. In difficult contexts, matching mentors and mentees on similarity of job description and responsibilities becomes doubly important. Mentors must be prepared to regularly meet with mentees and should expect certain problems to arise.

Mentoring In many places there is not a veteran special education teacher teaching in a similar role or with similar students. Two mentors: Contextual mentor: a veteran on campus who can provide immediate emotional support and help with school level context and collegial support Virtual mentor: a veteran at another school that matches in similar instructional role and students.

Orientation All beginners: Must learn about the key components of working in their districts and schools and must receive timely advice about the first weeks of teaching. Novice special educators: Must learn the facets of teaching in special education (e.g., managing caseloads and schedules, learning district procedures for IEP development).

Administrative Support Considerations for: Scheduling, case load Support in meetings Collegial opportunities Clear expectations

Focus for Mentoring and Professional Development Reasonable set of practices that: are the essence of effective teaching, leading, etc. can improve student outcomes are fundamental to developing more complex practice

Tools you can use NCIPP.ORG

District Induction Manual Teacher Induction: The Big Picture Recruiting and Selecting Mentors Understanding Beginning Special Educators Matching Mentors and Mentees Determining District Goals Providing Mentor Training and Support Developing Orientation Programs Planning and Providing Professional Development Creating Supportive Work Contexts Evaluating Mentor Programs Determining Mentoring Structure Induction Resources

NCIPP.ORG

Mentoring Handbook Introduction Providing Instructional Support District and Mentoring goals Mentor Parameters Understanding Beginning Special Educators Conducting high quality Individual Mentoring Sessions Providing Emotional Support Structuring Group Mentoring Creating a Climate of Support Integrating Mentoring with Professional Development Mentoring Approaches Resources

Questions

DISCLAIMER This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A120003. Bonnie Jones and David Guardino serve as the project officers. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.