RESULTS OF AN EVALUATION STUDY OF INDUCTION AND MENTORING FOR BEGINNING SPECIAL EDUCATION TEACHERS: WHAT DO THEY NEED?

This study reviews the results from a three-year evaluation study of one local school district’s induction and mentoring program for beginning special education teachers in the United States.  Data were collected for two years, with an intervention implemented in year three.  Results indicate that through strategic and intentional support, the district improved how it supported this unique group of novice professionals.  Designing induction and mentoring programs with the intent to maintain and foster the professional development of beginning teachers has implications for supporting the district’s intellectual capital in developing feelings of efficacy in teaching. Connecting induction and mentoring support with teacher preparation programs is discussed as a promising strategy to develop more systematic efforts in these areas. The essential skills for successful mentor teachers in support of learning focused relationships are identified.

retention include extensiveness of teacher training, type and level of administrative supports, mentoring supports for early career special educators, working conditions, and school climate to know that they are making a difference in the lives of the students they teach.
School districts in the United States have formalized induction and mentoring programs programs are largely left up to individual school districts to monitor.In addition, few districts induction and mentoring programs demonstrates promise in supporting beginning teachers' suc- To identify and assess the unique needs and possible solutions related to special education teachers, the National Center to Inform Policy and Practice in Special Education NCIPP staff reviewed the research in this area and developed a series of research briefs.These Information gained from both research and practice has been utilized to provide strategic technical assistance to individuals at both state and local education agencies for the purpose of improving the induction and mentoring support to beginning practitioners. the various routes of teacher preparation?How has one school district's induction and mentoring study that was conducted with one school district in the United States that had an established hypothesized that providing a supportive and structured induction and mentoring program by the school district, and become more effective special educators, regardless of the prior preparation to become a teacher.The current investigation is part of a larger evaluation study.
A team comprised of university faculty and school district staff, with technical assistance provided by NCIPP staff, worked together to design and evaluate the years.The study was conducted over the course of three years.A survey was designed and and what aspects they continued to use throughout their second year of teaching.
As part of the technical assistance provided by NCIPP, state and local education groups through a series of questions to support the development of program goals that were the university-district staff reviewed and discussed the district's documentation regarding Understand essential district policies and initiatives that have professional implications for as they relate to their assignment as a special educator.Questions developed for the survey survey design to support the evaluation of an induction and mentoring program for beginning participants respond to assistance in establishing an overall picture of perceptions relative to the construct of novice special education teachers.The instrument was designed considering factored into the design of the instrument.Reliabilities were established in the survey response scale (i.e., very well to not at all) and the format of the survey design was separated into sections having similar response formats.These two design aspects aided in decreasing non-response or incorrect response issues from participants, thus increasing reliability of the instrument (Kent, (i.e., similarity in participant responses).Reliability was found to be high as the analysis yielded University and school district staff collaborated in analyzing results.Information was reviewed using the computer program.The intent of this evaluation was to determine the relationship among variables obtained from individuals in similar positions and stages of career development at three points in time to gain a better understanding of factors that contribute to making up a more hypothesized that having a strong teacher preparation program, and a supportive induction and mentoring program, new teachers would be better prepared to address the Program District staff was also interested in learning of unique differences within the induction and mentoring program.University staff conduct end of year interviews for those completing their perceptions regarding how their university training and the district's induction and mentoring support continued to inform their second year of teaching.mentor for beginning special education teachers.The composition of school district staff had changed due to retirements and selected staff members were moved to support the continued induction and mentoring programs throughout the district.This new mentor became a part of in subsequent meetings and decisions.District staff with position responsibilities as mentors are given a three-year assignment to support beginning teachers within the district.These teachers based upon annual evaluations, and apply to work in this role.
The school district supports hundreds of beginning teachers each year, along with who teach at the elementary and secondary levels, mental health providers, school librarians, special educators participated in this program.The district has one mentor with background in reported they worked in the areas of early childhood special education, moderate intensity special education needs, severe intensity special education needs, learning disabilities, visual education classrooms, self-contained classrooms, learning labs, center-based programs, preschool settings and integrated learning centers [ILCs].ILCs are a common setting within the district and is described as special education teachers and paraprofessionals providing direct and indirect support and services to students with disabilities by adapting curricula with the goal of supporting the least restrictive environment as that of the general education classroom to the greatest extent possible.Some teachers reported a combination of classroom indicate their grade level and could choose more than one level.Teachers reported working at levels that included preschool, elementary, elementary as well as middle school, middle school level only, high school level only, and elementary, middle and high school levels combined.One teacher reported working in all levels while one teacher reported working in transitional services to post-secondary options.
Teachers were asked to answer questions based on a six-point Likert scale with responses choices ranging from very well to not at all.Questions addressed teachers' feelings of preparedness in working in their current position from the perspectives of their university teacher preparation program as well as the district's induction and mentoring program.As it related to their teacher preparation programs, An additional series of questions were asked that aided in evaluating the district's overall induction and mentoring goals.Teachers were asked a series of questions regarding their feelings of preparedness after completing the district's induction and mentoring program.As a group, teachers felt that the district's program generally prepared them to work in their current position and mentoring program, participants felt most prepared to collaborate with other professionals As indicated, district and university staff met between years results, it was determined that the induction and mentoring program for beginning teachers writing with the Common Core State Standards, including an emphasis on collaboration with general education classroom teachers.In addition, a new mentor for special education was took on the role of the lead for the Experienced Special Education Teacher Induction Program.
Intentional changes that were implemented included the mentor providing opportunities to special education outside of gatherings that occurred for all beginning teachers.The mentor differentiated the planned implementation for the year for new teachers by focusing on feedback provided at the beginning of year three.This information coincided with the in applying the Common Core within special education and its alignment with IEP goals and Extended Evidence Outcome (EEOs) standards in writing measurable goals that aligned with grade level standards and how to monitor progress in reaching these goals.Comfort and skill levels varied among the beginning teachers, and support was tailored to meet those individualized needs.Teachers were provided supplemental resources that included articles, books and available professional development opportunities from within the district.Teachers time, communication skills development that included personality and teaching style, and These individualized areas of focus were achieved because the mentor established a trusting relationship within and among the group.The mentor was instrumental in supporting

RESULTS OF AN EVALUATION STUDY OF INDUCTION AND MENTORING FOR BEGINNING SPECIAL EDUCATION TEACHERS: WHAT DO THEY NEED?
Ann M. Sebald, Harvey A. Rude program for beginning teachers was the tacit understanding that information shared between guides the novice teacher in self-discovery as it relates to the practice of teaching.It should be noted that the lack of formal evaluation responsibilities on the part of the mentor appears to be unique to this district.
eight of the survey asked participants to consider how well their prepared them for various aspects of their current position (e.g., collect and analyze data, work collaboratively with general educators and parents, handle behavior management challenges, provide academic instruction, and develop IEPs that are connected to content area standards).Little difference was noted in how participants responded between years one and consider similar concepts regarding the effectiveness of the in preparing them for their current position.There were distinct differences noted in the means from years one and two, as compared with intervention year three.groups.Next, post-hoc analyses were conducted to determine which groups differed from each dependent variable of the intervention of change in the induction program, along with change in how participants responded to questions relating to the district's induction and mentoring program.This suggests that participants, as a whole, perceive that their pre-service training generally prepared them for their role as a special education teacher as they experienced it supporting beginning teachers in their special education roles, and changes noted for year three

RESULTS OF AN EVALUATION STUDY OF INDUCTION AND MENTORING FOR BEGINNING SPECIAL EDUCATION TEACHERS: WHAT DO THEY NEED?
Ann M. Sebald, Harvey A. Rude need supports in interactions with adults, and in managing and organizing paperwork district and university staff were interested in understanding the effects of the district's induction and mentoring program for those completing their second year of teaching.Research suggests that effective teacher preparation along with induction and mentoring supports positively during their second year of teaching.An additional purpose of the interviews was to solicit suggestions for program improvement.
A graduate student and faculty member from the university partner conducted the interviews.A list of all possible second year special education teachers who completed the program contacted via emails and phone calls, with two follow up attempts to solicit participation.A cated their consent to participate by reviewing the consent form and provided their names using induction and mentoring program for beginning teachers the previous year.They were all new to the district and all completing their second year of teaching.Next, the focus of their teachwished they had received more secondary education experiences within their teacher preparation programs.Learning how to adapt and develop experiences for students at the secondary more experiences writing Individualized Education Programs (IEPs) from both their teacher preparation program and district induction and mentoring programs.They also indicated a preference for more experiences working with the computer software required to develop and implement IEPs, and more information regarding the legal aspects and how to effectively run etc.) felt the experiences and support from their mentor was more valuable than as compared with special education teachers who had training or assignments different than their mentor the mentor was helpful in understanding district policies and procedures, the mentor was less helpful in questions she had pertaining to her area of expertise.In addition, experienced teachers from the same building and department who worked with beginning teachers were helpful as a supplement to beginning teachers' program mentor (e.g., other ILC teachers).Again, one beginning teacher who worked in an ILC with students with Severe Intensity Special Education Needs shared that having teammates with whom she interacted with on a daily basis were more helpful to her teaching than her mentor with whom she interacted with on a weekly basis.
the information shared from their mentor became redundant.They did not appear to have as of teaching, compared with last few months of school year).There appeared to be a shift in level of needs for the beginning teachers as the year progressed.Toward end of year teachers school year.They did not appear to 'need' their mentor as they did in beginning of year.
every week, expressing they would have preferred to meet every other week so as to have more time for teaching.make informed decisions regarding information learned and possible changes for program improvement.Results indicate that a local school district's intentional focus to improve their induction and mentoring program for beginning special education teachers produced the Additional skill in the use of assessment data for the development of IEP goals and Supported opportunities for beginning teachers to work more effectively with general education teachers.

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Improvements in how beginning teachers perceived they are supported from the district's induction and mentoring program.An area of improvement that was considered was how teachers can be better supported preparation program as compared to implementation within the district, teachers felt better prepared to develop individualized education plan documents that were connected to content area standards, however, these same individuals felt less prepared to effectively implement the IEP.
theory of a construct and implementing that theory in real-life situations is relative to higher level opment of new understandings follows the process of knowledge, comprehension, application, onomy guides students through the process of remembering new content, demonstrating their understanding of new content, applying information learned in actual situations, breaking down based on internal evidence or external criteria.These progressions in understandings are provided within teacher preparation programs using case studies and simulations.
Once employed within a school district, implementing the IEP process involving real taxonomy and intentional support is needed using this same progression.District staff may want to consider each of the six levels when offering support to special education teachers who affective, and psychomotor domains of the taxonomy as applied to understanding the IEP process may aid in improving individualized supports.

RESULTS OF AN EVALUATION STUDY OF INDUCTION AND MENTORING FOR BEGINNING SPECIAL EDUCATION TEACHERS:
WHAT DO THEY NEED?Ann M. Sebald, Harvey A. Rude additional expertise in collecting and analyzing data.Again, when reviewing teachers' perceptions of preparedness from their teacher preparation program as compared with their induction and mentoring program, teachers felt less prepared to apply data that was collected with school districts to strategically and intentionally address real-world data collection and Understanding the degree to which teacher preparation programs are addressing contemporary in understanding the differences in perceptions of preparedness.
cal knowledge, skills and dispositions as they relate to their assignment as a special educator.Pedagogical knowledge was assessed as being relatively strong for those completing the survey.Teachers felt the district induction and mentoring programs better prepared them for their current position, as compared to the more general information provided by their teacher preparation program.Skills and dispositions associated with implementation may be better understood year of the new teacher.Analyzing teacher evaluation data and sharing this information with induction and mentoring staff may inform the district regarding how the induction and mentor-nections.A topic for further inquiry is the degree to which building principals share observations and concerns with district and building mentors so as to provide the best support possible.among building mentors, building principals and district mentors during the year of induction and mentoring.It is postulated that this will aid in improving technical knowledge, skills and This study has the potential to inform teacher preparation programs to address ongoing improvement.Regardless of the training route, preparation programs need to improve the that consider how best to work with students with special needs in the areas of assessment, suggestions provided by the National Council for the Accreditation of Teacher Education experiences by using authentic processes and procedures for making instructional decisions, identifying special education programs and classroom teachers who are intentional in the behavior management techniques applied, and by providing teacher candidates opportunities to review student educational plans that focus on authentic assessment and behavior dimensions.
The requirements for successful induction and mentoring programs for beginning special education teachers are predicated on the availability of mentor teachers who can demonstrate the essential knowledge and skills required of the teacher leadership role. of transformational leadership behaviors that entice novice teachers to become a vital part of a school's organizational culture.The model of adaptive leadership (Heifetz, Grashow profession.The traditional response to complex challenges, frequently demonstrated through context of adaptive challenges that require fundamental shifts in the way teacher leaders think and behave.The concepts of embracing disequilibrium, generating leadership, and taking responsibility for personal actions provide a strong foundation that guides the actions of the adaptive teacher leader.Some descriptors that distinguish the qualities of the adaptive leader  grave.
Improvements were seen in how beginning teachers perceived the support provided from the district's intentional changes, beginning special education teachers perceived they were better supported by the district's induction and mentoring program as compared with the previous two years of program development are needed.Information learned through this evaluation study can be used to inform how teacher preparation can better prepare pre-service teachers entering the teaching profession.
The critical skills that are necessary for educators to assume the important roles of coach and mentor for beginning teachers are found in the emerging literature on teacher leadership.Teacher leaders demonstrate facility with the concept of adaptive leadership that does not require formal authority to ensure successful performance in support of novice teachers.Teacher leadership from an adaptive focused relationships supports an effective program of mentoring and induction support for beginning special education teachers.
determined areas in which to intervene.The purpose of interventions was aimed at improving the district's induction and mentoring program based upon feedback received from beginning alignment of Individualized Education Program (IEP) goal writing with the Common Core State Standards, along with a focus on collaboration with general education classroom teachers.
Keynote speaker, Teacher Education Division of the Council for Exceptional Children Conference, Indianapolis, IN.
the roles of coach and mentor is to maintain the quality of heart that seeks to engender positive responses to adaptive challenges among all teachers and specialized early career special educators.Social Policy, Graduate School of Education, University of Pennsylvania,Philadelphia, PA.to the attrition of teachers of students with emotional and behavioral disorders.