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National Center to Inform Policy and Practice in Special Education Professional Development, 2010
Induction is a term that describes the support a new teacher receives. Teacher induction begins when a new teacher enters the workforce, and it may extend throughout the next several years of teaching. Induction represents a phase in development that focuses on new teachers' concerns and problems of practice. It also serves as a catalyst for new…
Descriptors: Disabilities, Special Education Teachers, Special Education, Beginning Teacher Induction
National Center to Inform Policy and Practice in Special Education Professional Development, 2010
The learning curve is high for novice special education teachers. They must assume full teaching responsibilities while at the same time becoming familiar with district and school policies, curriculum, and assessment policies and procedures. They are expected to build relationships with administrators, teachers, paraprofessionals, families, and…
Descriptors: Special Education Teachers, Beginning Teachers, Teacher Collaboration, Inclusion
National Center to Inform Policy and Practice in Special Education Professional Development, 2010
Many mentoring policies do not differentiate between novice special education teachers and their general education counterparts. Although novice special education teachers may benefit in part from general induction practices, their experience is limited when there is little attention given to their unique instructional needs. Policymakers can…
Descriptors: Mentors, Disabilities, Special Education Teachers, Special Education
National Center to Inform Policy and Practice in Special Education Professional Development, 2010
E-mentoring--the use of technology-based communication formats in which mentors and mentees interact--is emerging as a solution for supporting novice teachers, especially when they have limited access to in-building support. This Brief describes the possibilities of using e-mentoring with novice special education teachers.
Descriptors: Mentors, Special Education Teachers, Beginning Teachers, Special Education
National Center to Inform Policy and Practice in Special Education Professional Development, 2010
Collaboration among novice special education teachers and their general education colleagues can bolster the impact of induction programs for all novice teachers, including special education teachers. Strong, supportive collaborative structures also can influence novice special education teacher retention. A Professional Learning Community--the…
Descriptors: School Culture, Teacher Persistence, Special Education Teachers, Beginning Teachers
National Center to Inform Policy and Practice in Special Education Professional Development, 2010
The majority of Alternative Route Certification (ARC) programs are designed to fill personnel needs in either a certain discipline (e.g., special education teachers) or in specific geographic areas (e.g., rural, urban). ARC programs provide access to a teaching credential by circumventing traditional preservice preparation. In general, ARC…
Descriptors: Special Education Teachers, Certification, Teacher Educators, Special Education
National Center to Inform Policy and Practice in Special Education Professional Development, 2010
Co-teaching and team teaching represent collaborative opportunities that can counteract the historic isolation of special education teachers. They also have the potential for supporting novice teacher socialization in the school setting. More knowledge is needed to realize the benefit of these approaches in the context of induction. This Brief…
Descriptors: Socialization, Teacher Orientation, Special Education Teachers, Team Teaching
National Center to Inform Policy and Practice in Special Education Professional Development, 2010
Although novice special education teachers benefit from the same types of support and induction that their general education colleagues receive, certain aspects of their experience require attention. This Brief summarizes why a mentoring model is needed for novice special education teachers and what teacher educators can do to help establish a…
Descriptors: Disabilities, Teacher Orientation, Special Education Teachers, Teacher Educators
National Center to Inform Policy and Practice in Special Education Professional Development, 2010
Mentoring and induction support influence novice special education teachers' determination to remain in teaching. Administrators who understand the demands placed on novice special education teachers are in a better position to provide relevant induction experiences for them. This short document describes seven types of induction support that…
Descriptors: Special Education Teachers, Beginning Teacher Induction, Teacher Attitudes, Preferences