- Strategies that can be used by special education administrators
- Strategies that can be used by building administrators to support beginning special educators.
- Findings from a survey conducted with beginning special educators in Oregon.
- Findings related to orientation.
- Findings related to 'Initial Supports'
- Findings related to 'Ongoing Supports and Working Environment;
- Findings related to 'Administrative Support'
- Information and strategies for initiating a focused, systematic mentoring program
- Providing professional development opportunities.
A. Strategies Used by Special Education Administrators
There are many things that the special education administrator can do to support beginning special education teachers. Some of these strategies can be found in a CEC publication. This list in included in your accompanying workbook and includes:
- Conduct an orientation meeting either before the school year begins or shortly after the start of school that covers needed information about the district.
- Provide the teacher with written materials regarding the district (district policies and procedures, payroll and benefits, staff evaluation policies and timelines, legal rights, administrative record keeping responsibilities, assessment and referral process for children with suspected disabilities, student records policies).
- Provide information on the district special education forms, including the process and timelines for completion.
- Provide information regarding materials and other resources available through the district (audiovisual equipment, instructional material, resource center, etc.)
- Supply information on procedures for ordering supplies, equipment, and instructional materials from the district.
- Provide introduction to key district staff and their roles and responsibilities.
- Assign a mentor to the beginning teacher.
- Provide release time for the teacher to visit other classrooms.
- Provide opportunities to network with other teachers.
- Have ongoing informal contact with the teacher as well as regular formal meetings.
- Clearly delineate the teacher's responsibilities.
- Provide professional development opportunities.
- Support the teacher's participation in professional organizations.
- Share resources and information targeted to beginning educators on an ongoing basis.
- Provide information on the local community.
STRATEGIES AND TECHNIQUES ACTIVITY
After reviewing the list above turn to page 3 in your workbook. In the space provided, list any additional ideas to support beginning and experienced special education teachers. To capture this additional information the workbook contains two worksheets: "Additional Special Education Administrator Support Strategies" and "Additional Building Administrator Support Strategies." Before listing items please refer back to the information presented earlier on the needs of beginning and experienced special educators. Keep in mind the emotional, instructional and other needs of special educators that these challenges create. You should also consider formal and informal types of support. Please list only those things that you can influence or have control over.
Directions: After you have generated your supplemental list of strategies for beginning special educators, go through the list and identify items which also apply to experienced special educators. Add any additional supports that have not been listed that might apply to experienced teachers.
