• IRIS Center
Careers at IRIS
Donate to IRIS
  • Resources
    • IRIS Resource Locator
      Modules, case studies, activities, & more
    • Evidence-Based Practice Summaries
      Research annotations
    • High-Leverage Practices
      IRIS resources on HLPs
    • IRIS Alignment Tools
      HLPs, SiMRs, & CEEDAR ICs
    • Films
      Portrayals of people with disabilities
    • Children's Books
      Portrayals of people with disabilities
    • For Faculty
      Sample syllabi, curriculum matrices, & more
    • For PD Providers
      Sample PD activities, planning forms, & more
    • For Independent Learners
      Resources & tools for independent learners
    • Website Navigation Videos
      Getting around our Website & modules
    • New & Coming Soon
      Latest modules & resources
    • Glossary
      Disability related terms
  • PD Options
    • PD Certificates for Educators
      Our certificate, your PD hours
    • For PD Providers
      Sample PD activities, planning forms, & more
    • School & District Platform
      A powerful tool for school leaders
    • Log in to Your IRIS PD
  • Articles & Reports
    • Articles
      Articles about IRIS use & efficacy
    • Internal IRIS Reports
      Reports on IRIS use & accomplishments
    • External Evaluation Reports
      Evaluations of the IRIS Center
    • Learner Outcomes
      Summaries of module effectiveness
    • Consumer Satisfaction
      Feedback and testimonials from IRIS users
    • IRIS Stories
      Our resources, your stories
    • News & Events
      What, when, & where it's happening
  • About
    • Who We Are
      Our team, experts, & advisors
    • What We Do
      Our resources & process
    • Contact Us
      Get in touch with IRIS
  • Help
    • Help & Support
      Get the full benefit from our resources
    • Website Navigation Videos
      Getting around our Website & modules
  • Module
  • Challenge
  • Initial Thoughts
  • Perspectives & Resources
  • Wrap Up
  • Assessment
Challenge
Initial Thoughts
Perspectives & Resources

What are some typical challenges faced by new special education teachers?

  • Page 1: Experiences of New Special Education Teachers

What supports can school leaders provide to develop effective and committed special education teachers?

  • Page 2: What Is Induction?
  • Page 3: Goals of a Comprehensive Induction Program
  • Page 4: Components of a Comprehensive Induction Program
  • Page 5: Good Job Match
  • Page 6: Relevant Work Orientation
  • Page 7: Supportive School Communities
  • Page 8: Deliberate Role Design
  • Page 9: Ongoing Professional Development
  • Page 10: Responsive Mentoring

Resources

  • Page 11: References & Additional Resources
  • Page 12: Credits
Wrap Up
Assessment
We want to hear from you. Please complete our brief Module Feedback Form.

Teacher Induction: Providing Comprehensive Training for New Special Educators

Perspectives & Resources

induction_banner

Objectives

By completing the entire Perspectives & Resources section and reviewing the accompanying activities, the learner will:

  • Understand the challenges faced by new special education teachers
  • Understand what teacher induction is and what school leaders and mentors can do to support new special education teachers
  • Be able to describe the components of a comprehensive teacher induction program

Standards

This IRIS Module aligns with the following licensure and program standards and topic areas. Click the arrows below to learn more.

Division for Early Childhood Recommended Practices (DEC)

The DEC Recommended Practices are designed to help improve the learning outcomes of young children (birth through age five) who have or who are at-risk for developmental delays or disabilities. Please note that, because the IRIS Center has not yet developed resources aligned with DEC Topic 8: Transition, that topic is not currently listed on this page.

Leadership

  • L1. Leaders create a culture and a climate in which practitioners feel a sense of belonging and want to support the organization’s mission and goals.
  • L2. Leaders promote adherence to and model the DEC Code of Ethics, DEC Position Statements and Papers, and the DEC Recommended Practices.
  • L3. Leaders develop and implement policies, structures, and practices that promote shared decision making with practitioners and families.
  • L4. Leaders belong to professional association(s) and engage in ongoing evidence-based professional development.
  • L5. Leaders advocate for policies and resources that promote the implementation of the DEC Position Statements and Papers and the DEC Recommended Practices.
  • L6. Leaders establish partnerships across levels (state to local) and with their counterparts in other systems and agencies to create coordinated and inclusive systems of services and supports
  • L7. Leaders develop, refine, and implement policies and procedures that create the conditions for practitioners to implement the DEC Recommended Practices.
  • L8. Leaders work across levels and sectors to secure fiscal and human resources and maximize the use of these resources to successfully implement the DEC Recommended Practices.
  • L9. Leaders develop and implement an evidence-based professional development system or approach that provides practitioners a variety of supports to ensure they have the knowledge and skills needed to implement the DEC Recommended Practices.
  • L10. Leaders ensure practitioners know and follow professional standards and all applicable laws and regulations governing service provision.
  • L11. Leaders collaborate with higher education, state licensing and certification agencies, practitioners, professional associations, and other stakeholders to develop or revise state competencies that align with DEC, Council for Exceptional Children (CEC), and other national professional standards.
  • L12. Leaders collaborate with stakeholders to collect and use data for program management and continuous program improvement and to examine the effectiveness of services and supports in imp roving child and family outcomes.
  • L13. Leaders promote efficient and coordinated service delivery for children and families by creating the conditions for practitioners from multiple disciplines and the family to work together as a team.
  • L14. Leaders collaborate with other agencies and programs to develop and implement ongoing community-wide screening procedures to identify and refer children who may need additional evaluation and services.

When you are ready, proceed to Page 1.

Print Friendly, PDF & Email
Back Next
12345678...12
Join Our E-Newsletter Sign Up
  • Home
  • About IRIS
  • Our Values
  • Sitemap
  • Web Accessibility
  • Glossary
  • Terms of Use
  • Contact Us
Join Our E-Newsletter Sign Up

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected] The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2023 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

  • Vanderbilt Peabody College