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ERIC Number: ED531798
Record Type: Non-Journal
Publication Date: 2010
Pages: 2
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
New Roles for Principals in Supporting Novice Special Education Teachers. Induction Insights. Supporting Special Education Teachers-Policymakers [PII-1]
National Center to Inform Policy and Practice in Special Education Professional Development
Having a quality relationship with school administrators is important to novice teachers. Principal support influences teachers' job satisfaction and decisions to remain in teaching. Although special education teachers can benefit from general administrative support, they also may require additional supports that address the unique obstacles they face--such as teaching students across disability groups, in different settings, and often in isolation from their general education colleagues. Principals who understand these stresses can foster a school culture that better supports their induction. What can policymakers do to support principals in assuming increased responsibility for special education teacher induction? The first step is to understand the pressures faced by novice special education teachers and the various ways that principals can extend support. This knowledge can help inform future induction policies, professional development opportunities through principal accreditation programs and their ongoing professional development activities, and resources provided to school districts. This Brief looks at how principals are expanding their roles to address the realities faced by novice special education teachers. Information is organized around common ways that principals provide support to novice 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: N/A
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)