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ERIC Number: EJ925576
Record Type: Journal
Publication Date: 2011
Pages: 9
Abstractor: ERIC
Reference Count: 38
ISBN: N/A
ISSN: ISSN-0040-0599
Pathways to Leadership and Professional Development: Inspiring Novice Special Educators
Kaufman, Roberta C.; Ring, Mary
TEACHING Exceptional Children, v43 n5 p52-60 May-Jun 2011
Well-trained new special education teachers know that the individualized education program (IEP) team is the crux of the special education program. The IEP team addresses academic goals and behavior intervention plans for the student but rarely addresses in depth the social environment of the school, classroom, or family. Important aspects of the school's social environment include the attitudes of teachers, staff, students, and families working with the student. Special education teachers can help improve these attitudes by building personal self-efficacy through professional inspirational literature and creating a healthy balance in their personal lives. When at school, special education teachers then can focus on the needs of the students, celebrate achievements, and support the development of the students' social skills. Nurturing positive attitudes and leading others to develop strategies that promote affective social environments will favorably impact administrative, teacher, and peer support for students with disabilities. Building on positive interactions and relationships will not only influence others but will also increase a teacher's confidence and skills as a future leader. Pathways to leadership are inspired and motivated by professional development that is contextualized and designed to be relevant to teachers and the students they teach. (Contains 1 table.)
Council for Exceptional Children. 1110 North Glebe Road Suite 300, Arlington, VA 22201. Tel: 888-232-7733; Fax: 703-264-9494; e-mail: cecpubs@cec.sped.org; Web site: http://www.cec.sped.org/AM/Template.cfm?Section=Publications1
Publication Type: Journal Articles; Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A