Teacher Induction: Providing Comprehensive Training for New Special Educators

Assessment

Take some time now to answer the following questions. Please note that the IRIS Center does not collect your Assessment responses. If this is a course assignment, you should turn them in to your professor using whatever method he or she requires. If you have trouble answering any of the questions, go back and review the Perspectives & Resources pages in this module.

1. List three specific challenges new special educators face. How can induction help new special educators meet these challenges?
2. List five things school leaders should consider to increase the likelihood of making a good match between a new teacher and a position.
3. Give two reasons why an induction program designed for all teachers will not meet the needs of special education teachers. Explain your reasons.
4. The following video provides an example of responsive mentoring.
   1. Watch the video (time: 1:52).
      View Transcript | Credit

      Transcript: Assessment

      Mentor: So actually, before we talk about the activity, let’s do this. Let’s back up. So in working on their alternate assessment goals, when do you see that happening, or are you not sure when that should happen?

      Teacher: Like, when I put it into, like, everyday things that I feel like I need to, like, really set aside a certain time for it

      Mentor: Okay, I think it’s important to make sure it’s at the same time every day with your students’ routine, and the structure is very important. I know you do your morning circle, but I know the students also come in and use the restroom and do that. So I would say, instead of kind of having them just use the restroom and then move to the circle, perhaps instead of doing that they could come in and use the restroom and while they’re waiting their turn to use the restroom, they could begin on their…perhaps even like an individual bin if you will. You could have this activity set in writing, and then as they come in and transition into the room they can be working on the individual bins while they’re waiting to use the restroom. And then during that time, you can be taking your anecdotal notes and assisting them at that time. I think it would be important, too, knowing your students that…I know you use your daily schedule…to put that up on your daily schedule. You’ve always used words and pictures

      Teacher: Right.

      Mentor: And I would just make sure that there’s a picture.

      Teacher: Okay.

      Mentor: Matched up to that work. So you’ll add that up there then…

      Teacher: Okay.

      Mentor: That would be great. Okay, so we have the time set. The routine of how you’re going to do that. So let’s talk about each individual student.

      Teacher: Um-hm.

      Mentor: And the standard and practice and appropriate tasks.

      Teacher: Okay.

      Mentor: And then what I’ll do is just come in at a later date and see how’s that working for you, okay?

      Credit

      Mentoring video courtesy of the National Center to Inform Policy and Practice in Special Education Professional Development (NCIPP).

   2. Describe the type(s) of content support provided.
   3. Describe the approach(es) to mentoring you observed.
5. Imagine that you are a school leader responsible for hiring a teacher to fill the following middle school position:
   Wanted: Special education teachers who teach math, science, or English. Certification in core content area preferred. Candidate should have the ability to work collaboratively with teams.

   You have narrowed down the candidates to two, Rachel and Beatrice.

   Rachel is certified to teach special education students in grades K–12. For the past two years, she has been an elementary school special education teacher. She has taught math, science, and English but does not have a certification in any of these content areas.

   Beatrice is a second-career teacher. For the past 20 years, she has worked in the corporate world. She is certified to teach mathematics to students in grades seven to 12 and has passed the state’s special education certification test. This would be her first teaching job.

   1. Based on the limited information provided, which applicant would you hire? Explain your decision.
   2. List three specific induction goals you would establish for your new teacher.
   3. Describe how you would meet these induction goals using the comprehensive induction framework components presented in this module.