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ERIC Number: ED531579
Record Type: Non-Journal
Publication Date: 2010
Pages: 2
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
Principals Make a Difference: Recommendations for Strengthening Special Education Teacher Induction. Induction Insights. Supporting Special Education Teachers-Administrators [AII-03]
National Center to Inform Policy and Practice in Special Education Professional Development
Principals have a significant influence on the well-being of novice teachers. In fact, they can be the decisive factor in a new teacher's commitment to staying in or leaving teaching. The quality of the relationship with school administrators is as important to novice special education teachers as it is to novice general education teachers. Although special education teachers can benefit from general administrative support, they also may require additional supports that address particular realities they face--such as teaching students across disability groups, in different settings, and often in isolation from their general education colleagues. Principals who understand the stresses faced by novice special education teachers can foster a school culture that better supports them. This paper discusses how principals are expanding their roles to support novice special education teachers.
National Center to Inform Policy and Practice in Special Education Professional Development. 1403 Norman Hall, P.O. Box 117050, Gainesville, FL 32611. Tel: 352- 273-4259; Fax: 352-392-5929; e-mail: NCIPP@coe.ufl.edu; Web site: http://ncipp.education.ufl.edu
Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Office of Special Education Programs (ED/OSERS)
Authoring Institution: National Center to Inform Policy and Practice in Special Education Professional Development (NCIPP)