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Professional Development through Online Community- Building: Supporting New Special Education Teachers Virginia Kennedy, Ph.D. California State University, Northridge Department of Special Education
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New Teachers need - opportunities to affiliate with other professionals. Time and pressures make this difficult. In addition, special education teachers must often cope with isolation on their school site.
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They support new teachers in a variety of ways. Mentors/support providers Professional development Individual goal-setting Induction programs are now in 38 states.
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CA changed Education Specialist credential in 1997 to consist of two levels; the second level is induction Components: advanced coursework induction supports
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Induction courses taken at beginning and end of Level II program. Goals: Reflective practice Set and achieve individual goals related to state and professional standards Participate in collaborative problem-solving with peers
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Course Objectives: Alignment with Professional and Program Standards Quickly develop teachers’ identities Develop career-long dispositions for seeking resources Develop appreciation for peer support
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Activities and assignments: Individualized professional development plan Dialogue with instructor, colleagues, and experienced teachers Learning environment, instruction, service-learning Self-assessment & reflection Portfolio
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Relevant resources: California K-12 Academic Content Standards http://www.cde.ca.gov/standards/ California Standards for the Teaching Profession http://www.ctc.ca.gov/cstppublication/cstpreport.html Council for Exceptional Children, Professional Standards http://www.cec.sped.org IDEA Practices http://www.ideapractices.org/ (Available on MERLOT) Maroney, S.A. (2000).What's Good? Suggested Resources for Beginning Special Education Teachers. Teaching Exceptional Children, 33(1), 22-27. http://www.cde.ca.gov/standards/ http://www.ctc.ca.gov/cstppublication/cstpreport.html http://www.cec.sped.orghttp://www.ideapractices.org/
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