NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED531874
Record Type: Non-Journal
Publication Date: 2010
Pages: 2
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: N/A
The Principal's Role in Supporting Novice Special Education Teachers. Induction Insights. Supporting Special Education Teachers - Teacher Educators [TEII-2]
National Center to Inform Policy and Practice in Special Education Professional Development
Principals play an important role in new teacher induction. 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 the specific 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 the stresses faced by novice special education teachers can foster a school culture that better supports their induction. This Brief looks at the areas in which induction preparation for principals--through principal accreditation programs and ongoing professional development activities--might be expanded to address the realities faced by novice special education teachers. Information is organized around the most 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)