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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. Those with high levels of support tend to report greater job manageability and success in teaching challenging students. They also tend to feel better about their preparedness to teach, knowledge of pedagogical content, and ability to…
Descriptors: Mentors, Special Education Teachers, Beginning Teachers, Special Education
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
Pugach, Marleen C.; Blanton, Linda P.; Correa, Vivian I.; McLeskey, James; Langley, Lisa K. – National Center to Inform Policy and Practice in Special Education Professional Development, 2009
The purpose of this literature review is to explore the role of professional collaboration within the school context as a means of improving the quality and retention of beginning special education teachers (SETs). The assumption underlying the review is that the local school context in which new SETs work should also function as the primary…
Descriptors: Special Education Teachers, Literature Reviews, Educational Quality, Teacher Improvement