Oregon Special Education Recruitment and Retention Project

Orientation

Providing ongoing support for early career educators during the first three years of teaching is of critical importance toward their retention. The level of administrative and peer support is a significant factor in retaining early career special educators. Research shows that beginning educators need the following:

system information related to special education

emotional support

system information related to the school, materials, curriculum, and instruction

Orientation to Special Education

Beginning special educators should receive an orientation developed and conducted by special education administrators that provides the following information

Special education district/agency mission and philosophy

Roles and responsibilities of key personnel

District/agency expectations (educator roles and responsibilities)

Characteristics (culture) of special education department

Introduction of district support staff

Special education support staff availability and how to access

Paperwork requirements, procedures, and timelines (sample forms, i.e., IEP form)

Assessment and referral process for children with suspected disabilities

Student records policies (confidentiality, storage, etc.)

Available materials and other resources (audiovisual equipment, instructional materials, resource centers, etc.)

Procedures for ordering supplies, equipment, instructional materials

Staff list

The special education orientation meeting should include the beginning special educator and special education administrators from the school district or ESD and should be held prior to the beginning of the school year.

Orientation to School and District

Early educators, along with their peers in regular education, should participate in orientation covering general district information. This orientation will serve to assist the early educator to become familiar with the building's policies and procedures, the physical facility, administrators and other key building staff. This orientation should cover the following:

Overview of school, including mission and philosophy

Characteristics (culture) of school

Roles and responsibilities of key school personnel

Supervisory role and responsibilities of the Building Administrator/Principal in relation to special education staff

School discipline procedures along with policies related to the discipline of special education students

Extracurricular activities/expectations

Clerical/secretarial staff availability and how to access them

Process used to refer children with suspected disabilities

Student records policies (confidentiality, storage, etc.)

Available materials and other resources (audiovisual equipment, instructional materials, resource centers, etc.)

Procedures for ordering supplies, equipment, instructional materials

Staff list

Administrator Support

Administrative support is critical to the professional success and self-esteem of early career special educators. The perceived lack of support from administrators is one of the reasons most frequently cited for special educators leaving the classroom. This lack of administrative support can lead to a sense of emotional, social and professional isolation.

When administrators view beginning special educators as professionals on a continuum with increasing levels of experience and responsibility, they are more likely to place reasonable demands and offer the support and encouragement needed. As the beginning teacher gains more experience and confidence the amount and range of responsibilities can increase. Placing reasonable and realistic demands goes a long ways in reducing the stress experienced by the early career special educators.

The role of the special education administrator in supporting the early career special educator will vary from agency to agency. This support is, however, crucial to enhancing feelings of emotional, social, and professional well-being. Having clearly defined supervisory roles and responsibilities and meeting regularly on both a formal and informal basis will assist the beginning educator to feel supported by and connected to special education colleagues.

Guidelines for Administrator Support

The following guidelines have been designed to account for the varying situations that special educators will find across programs and districts. In each case, support should be tailored to the specific needs of the beginning educator.

Guidelines for Special Education Administrator Support

Provide a Special Education orientation
Provide written materials such as a Special Education Policy and Procedures Handbook
Clearly articulate and define roles and responsibilities
Institute a system to ensure communication
Make informal contact at least once per month (i.e., phone, e-mail, in person)
Establish a formal meeting schedule
Set up a schedule for conducting formal observations based on the district's evaluation policy
Provide clear feedback and specific suggestions for improvement
Clarify educator's responsibility for attending special education staff meetings
Share resources and information targeted to beginning educators on an ongoing basis
Provide opportunities to visit other classrooms and network with other special education personnel
Support participation in professional organizations and associations

Guidelines for Building Administrator Support

Provide a building orientation meeting.
Assign an experienced regular education staff member as a Building Guide.
Make informal contact with the beginning educator at least once per month (i.e., phone, e-mail, in person).
Schedule quarterly meetings beginning with the orientation meeting.
Clarify the beginning educator's responsibility for attending building staff meetings.
Ensure written building policy and procedures have been provided.
Provide opportunities to visit other classrooms and network with teachers.

For more ideas on supporting teachers
Orientation Providing ongoing support for early career educators during the first three years of teaching is of critical importance toward their retention. The level of administrative and peer support is a significant factor in retaining early career special educators. Research shows that beginning educators need the following: system information related to special education emotional support system information related to the school, materials, curriculum, and instruction Orientation to Special Education Beginning special educators should receive an orientation developed and conducted by special education administrators that provides the following information Special education district/agency mission and philosophy Roles and responsibilities of key personnel District/agency expectations (educator roles and responsibilities) Characteristics (culture) of special education department Introduction of district support staff Special education support staff availability and how to access Paperwork requirements, procedures, and timelines (sample forms, i.e., IEP form) Assessment and referral process for children with suspected disabilities Student records policies (confidentiality, storage, etc.) Available materials and other resources (audiovisual equipment, instructional materials, resource centers, etc.) Procedures for ordering supplies, equipment, instructional materials Staff list The special education orientation meeting should include the beginning special educator and special education administrators from the school district or ESD and should be held prior to the beginning of the school year. Orientation to School and District Early educators, along with their peers in regular education, should participate in orientation covering general district information. This orientation will serve to assist the early educator to become familiar with the building's policies and procedures, the physical facility, administrators and other key building staff. This orientation should cover the following: Overview of school, including mission and philosophy Characteristics (culture) of school Roles and responsibilities of key school personnel Supervisory role and responsibilities of the Building Administrator/Principal in relation to special education staff School discipline procedures along with policies related to the discipline of special education students Extracurricular activities/expectations Clerical/secretarial staff availability and how to access them Process used to refer children with suspected disabilities Student records policies (confidentiality, storage, etc.) Available materials and other resources (audiovisual equipment, instructional materials, resource centers, etc.) Procedures for ordering supplies, equipment, instructional materials Staff list		Administrator Support Administrative support is critical to the professional success and self-esteem of early career special educators. The perceived lack of support from administrators is one of the reasons most frequently cited for special educators leaving the classroom. This lack of administrative support can lead to a sense of emotional, social and professional isolation. When administrators view beginning special educators as professionals on a continuum with increasing levels of experience and responsibility, they are more likely to place reasonable demands and offer the support and encouragement needed. As the beginning teacher gains more experience and confidence the amount and range of responsibilities can increase. Placing reasonable and realistic demands goes a long ways in reducing the stress experienced by the early career special educators. The role of the special education administrator in supporting the early career special educator will vary from agency to agency. This support is, however, crucial to enhancing feelings of emotional, social, and professional well-being. Having clearly defined supervisory roles and responsibilities and meeting regularly on both a formal and informal basis will assist the beginning educator to feel supported by and connected to special education colleagues. Guidelines for Administrator Support The following guidelines have been designed to account for the varying situations that special educators will find across programs and districts. In each case, support should be tailored to the specific needs of the beginning educator. Guidelines for Special Education Administrator Support Provide a Special Education orientation Provide written materials such as a Special Education Policy and Procedures Handbook Clearly articulate and define roles and responsibilities Institute a system to ensure communication Make informal contact at least once per month (i.e., phone, e-mail, in person) Establish a formal meeting schedule Set up a schedule for conducting formal observations based on the district's evaluation policy Provide clear feedback and specific suggestions for improvement Clarify educator's responsibility for attending special education staff meetings Share resources and information targeted to beginning educators on an ongoing basis Provide opportunities to visit other classrooms and network with other special education personnel Support participation in professional organizations and associations Guidelines for Building Administrator Support Provide a building orientation meeting. Assign an experienced regular education staff member as a Building Guide. Make informal contact with the beginning educator at least once per month (i.e., phone, e-mail, in person). Schedule quarterly meetings beginning with the orientation meeting. Clarify the beginning educator's responsibility for attending building staff meetings. Ensure written building policy and procedures have been provided. Provide opportunities to visit other classrooms and network with teachers.