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ERIC Number: ED580808
Record Type: Non-Journal
Publication Date: 2013-Dec
Pages: 77
Abstractor: ERIC
Reference Count: 7
ISBN: N/A
ISSN: N/A
District Induction Manual: Supporting Beginning Special Educators. NCIPP Document No. IT-2
Kamman, Margaret; Zimmerman, Kristin; Israel, Maya; Billingsley, Bonnie; McCray, Erica; Brownell, Mary; Sindelar, Paul; Heretick, Jennifer; Rice, Stacey; Bae, Jungah
National Center to Inform Policy and Practice in Special Education Professional Development
Beginning teachers face significant challenges as they assume the complex work of teaching while they are still learning to teach. In addition to the activities involved with learning to effectively teach, they must also learn to work with others; collaborate with colleagues, administrators, paraprofessionals, and parents; and manage varied administrative tasks. New teachers often find the demands of the first years to be overwhelming and stressful, and whether these teachers thrive and remain as educators depends, at least in part, on the supports they receive (Billingsley, Griffin, Smith, Kamman, & Israel, 2009) and the extent to which they experience success with their students (Johnson, Kardos, Kauffman, Liu, & Donaldson, 2004). In response to the need to foster teaching effectiveness, state and district leaders are turning to carefully planned induction programs to support new entrants during the first critical years. The key purpose of induction programs is to help beginning teachers improve their teaching effectiveness so that their students have opportunities to achieve higher standards such as those outlined in the Common Core State Standards (CCSS; www.corestandards.org). Special education teachers often have unique needs, and they benefit from experiences tailored to their needs. These experiences include: (1) learning how to develop individual education programs (IEP) using CCSS; (2) addressing the needs of students who could benefit from Tier 3 interventions (i.e., intensive individualized instruction); (3) developing behavior and transition plans; (4) using specialized materials and assistive technology; and (5) selecting and using alternative assessments. This report covers the following topics as they relate to supporting beginning special educators: (1) Teacher Induction; (2) Understanding Beginning Special Education Teachers; (3) Determining District Goals and Readiness for Induction; (4) Developing Orientation Programs; (5) Creating Supportive Work Contexts; (6) Determining Mentoring Structure; (7) Recruiting and Selecting Mentors; (8) Matching Mentors and Mentees; (9) Providing Mentor Training and Support; (10) Planning and Providing Effective Professional Development; (11) Evaluating Mentor Programs; and (12) Induction Resources.
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.e
Publication Type: Reports - Descriptive; Guides - Non-Classroom; Tests/Questionnaires
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: Department of Education (ED)
Authoring Institution: National Center to Inform Policy and Practice in Special Education Professional Development (NCIPP)
Grant or Contract Numbers: H325Q070002