1. Multiple background possibilities
Intentional Induction and Mentoring:
Resources for Implementing Effective Programs for Special Education Teachers
Meg Kamman and Erica McCray

2. Turn and Talk
Why might the experiences of beginning special education teachers be different than other beginners?

3. Novice special educators usually enter the field enthusiastic and eager to begin teaching students with disabilities. However, even the best prepared of these new entrants face steep learning curves as they work to apply in complex school settings what they have learned from their pre-service programs.

4. What do we know about novice special education teachers?
Concerns:
Inclusive settings and collaboration
Pedagogy
Managing and organizing work

5. Inclusive Settings and collaboration
Special educators not feeling part of school
School not supportive of inclusive settings
– Lack of school-wide philosophy and structures
Majority of new teachers reported problems in collaboration (e.g., resistance, proximity, schedules)
Inadequate support in addressing concerns
“Working at the edge”
Collaborating with general education teachers, experiencing resistance to teaching students with disabilities, working with special education teachers, physical proximity, general information support. Increase commitment when there is a sense of collegiality
Interactions with paraprofessionals- may be uncomfortable managing, defining roles,
parents- low attendance in meetings or anxiety about parent meetings
Lack of administrative support and interaction

6. Pedagogy
Curriculum
Struggled to teach & modify several content areas across multiple grades
Inadequate preparation in content subjects
Inadequate preparation to teach reading
Lack of materials
Managing student behavior

7. Managing and Organizing work
Paperwork, IEPs & meetings
Caseloads
Time/Scheduling
Role ambiguity
Easily frustrated with heavy caseloads and managing all the paperwork associated with this along with teaching duties
Tome management also plays into this trying to schedule meetings and also focus on instruction
Often NST feel unsure of their role, because those around them have different expectations. This creates anxiety and dissatisfaction

8. What are some ways you help novice special educators?
Talk and Turn
What are some ways you help novice special educators?

9. School culture/climate
How do we help?
Induction
Mentoring
Mentor Match
Professional Development
Orientation
Administrative Support
School culture/climate

10. Mentoring
We know that mentor match is important for novice special education teachers.
In difficult contexts, matching mentors and mentees on similarity of job description and responsibilities becomes doubly important.
Mentors must be prepared to regularly meet with mentees and should expect certain problems to arise.

11. Mentoring
In many places there is not a veteran special education teacher teaching in a similar role or with similar students.
Two mentors:
Contextual mentor: a veteran on campus who can provide immediate emotional support and help with school level context and collegial support
Virtual mentor: a veteran at another school that matches in similar instructional role and students.

12. Orientation
All beginners: Must learn about the key components of working in their districts and schools and must receive timely advice about the first weeks of teaching. Novice special educators: Must learn the facets of teaching in special education (e.g., managing caseloads and schedules, learning district procedures for IEP development).

13. Administrative Support
Considerations for:
Scheduling, case load
Support in meetings
Collegial opportunities
Clear expectations

14. Focus for Mentoring and Professional Development
Reasonable set of practices that:
are the essence of effective teaching, leading, etc.
can improve student outcomes
are fundamental to developing more complex practice

15. Tools you can use
NCIPP.ORG

16. District Induction Manual
Teacher Induction: The Big Picture
Recruiting and Selecting Mentors
Understanding Beginning Special Educators
Matching Mentors and Mentees
Determining District Goals
Providing Mentor Training and Support
Developing Orientation Programs
Planning and Providing Professional Development
Creating Supportive Work Contexts
Evaluating Mentor Programs
Determining Mentoring Structure
Induction Resources

17. NCIPP.ORG

18. Mentoring Handbook Introduction Providing Instructional Support
District and Mentoring goals
Mentor Parameters
Understanding Beginning Special Educators
Conducting high quality Individual Mentoring Sessions
Providing Emotional Support
Structuring Group Mentoring
Creating a Climate of Support
Integrating Mentoring with Professional Development
Mentoring Approaches
Resources

19. Questions

20. DISCLAIMER
This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A Bonnie Jones and David Guardino serve as the project officers. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.