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Module: Supporting Beginning Special Educators: Tips for School Leaders
Perspectives and Resources

Objectives

After completing the entire Perspectives and Resources section and reviewing the accompanying activities, you should be able to:

  • Understand the needs and concerns of beginning special educators
  • Describe some ways that effective induction programs can support special education teachers during the early career years, including:
    • Mentoring programs
    • Administrative support
    • Professional development

Anna and Michael—the two teachers who left—both described feeling overwhelmed in their new positions. Are their feelings typical of those experienced by other beginning special education teachers? Why or why not?
right arrow icon Page 1 The First Year

right arrow icon Page 2 Unrealistic Expectations

right arrow icon Page 3 Reluctance to Seek Help

right arrow icon Page 4 Adaptation and Learning

What were some of the problems that Anna and Michael experienced that might be unique to special education positions?
right arrow icon Page 5 Problems

right arrow icon Page 6 Instruction and Curriculum Issues

right arrow icon Page 7 Role Issues

right arrow icon Page 8 Collaboration Issues

right arrow icon Page 9 Support Issues

What could administrators like Dr. Monroe be doing to support new hires like Christine, Kevin, and other beginning special educators during their early years?
right arrow icon Page 10 Induction Programs

right arrow icon Page 11 Mentoring

right arrow icon Page 12 Administrative Support

right arrow icon Page 13 Professional Development

Sources
right arrow icon Page 14 References
Additional Resources and Information
right arrow icon Page 15 Credits

The research featured in this module was compiled and, in part, conducted by Bonnie Billingsley, a special education professor at Virginia Tech.

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The IRIS Center
Special Education Resources for Inclusion,
Scientifically Validated and Evidence-Based Instructional Strategies
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