Keeping the Committed: The Importance of Induction and Support Programs for New Special Educators

Boyer, Lynn; Gillespie, Phoebe

doi:10.1177/004005990003300102

Cited by 43 publications

(24 citation statements)

References 4 publications

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“…These factors may be partially responsible for the nationwide shortage of special educators (Emery & Vandenberg, 2010; Kokkinos & Davazoglou, 2009), a shortage that influences student outcomes and that may be especially pronounced among teachers responsible for students with significant emotional and behavioral or learning problems (Billingsley, Carlson, & Klein, 2004; Boyer & Gillespie, 2000; Hastings & Brown, 2002). Recent research suggests that students with autism, in particular, may impose more stress on teachers when compared to other groups of students such as those with emotional or behavioral problems, attention deficit hyperactivity disorder (ADHD), or cognitive disabilities (Coman et al, 2012; Jennett, Harris, & Mesibov, 2003; Kokkinos & Davazoglou, 2009).…”

mentioning

confidence: 99%

Preliminary Study of the Autism Self-Efficacy Scale for Teachers (ASSET)

Ruble¹,

Toland²,

Birdwhistell³

et al. 2013

Research in Autism Spectrum Disorders

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The purpose of the current study was to evaluate a new measure, the Autism Self-Efficacy Scale for Teachers (ASSET) for its dimensionality, internal consistency, and construct validity derived in a sample of special education teachers (N = 44) of students with autism. Results indicate that all items reflect one dominant factor, teachers’ responses to items were internally consistent within the sample, and compared to a 100-point scale, a 6-point response scale is adequate. ASSET scores were found to be negatively correlated with scores on two subscale measures of teacher stress (i.e., self-doubt/need for support and disruption of the teaching process) but uncorrelated with teacher burnout scores. The ASSET is a promising tool that requires replication with larger samples.

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mentioning

confidence: 99%

Preliminary Study of the Autism Self-Efficacy Scale for Teachers (ASSET)

Ruble¹,

Toland²,

Birdwhistell³

et al. 2013

Research in Autism Spectrum Disorders

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show abstract

“…Paperwork requirements, development of instructional and testing accommodations, IEP development and implementation, and collaboration all fall within the purview of special educators, novices and veterans alike (Billingsley & Tomchin, 1992;Boyer & Gillespie, 2000;Brownell & Skrtic, 2002;Kilgore & Griffin, 1998;MacDonald, 2001). Moreover, they are likely to have fewer colleagues at their school s and less chance for consistent mentoring.…”

Section: Why Are Beginning Special Education Teachers Most Vulnerablementioning

confidence: 99%

Special Education Teacher Supply and Teacher Quality: The Problems, The Solutions

Brownell¹,

Sindelar²,

Bishop³

et al. 2017

focusXchild

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Special education is facing the daunting challenge of increasing the supply of teachers while simultaneously upgrading its quality. Shortages of fully qualified teachers have plagued special education for two decades, and schools also have struggled to find qualified math, science, and ESL teachers. Shortages in all of these fields are likely to worsen as the teaching workforce ages and as statewide initiatives (such as reductions in class size) fuel increased demand. The quality of the teaching workforce also has come under scrutiny, as schools across the country are initiating standards-based reforms in which teacher competence is linked to student performance on high-stakes assessments.In this article, we first consider two policy initiatives that address the dilemma of increasing numbers and improving quality simultaneously. We then consider the problem of attrition, which contributes in significant ways to both the quantity and quality issues. We explain why attrition is a particular problem for beginning teachers and describe programs that have proven effective in combating it.In response to burgeoning demand and dissatisfaction with the quality of the existing workforce, the Bush Administration has promulgated policies to increase supply, notably through the No Child Left Behind (NCLB) Act, the most recent authorization of what had been known as the Elementary and Secondary Education Act. These initiatives are designed to promote easy entry to the profession via alternative training routes for specific populations of teacher candidates.Previously, the National Commission for Teaching and America's Future (NCTAF) had issued a policy blueprint in 1996 that addressed shortages and quality in a different manner, emphasizing the professionalization of teaching and the enhancement of schools as workplaces. It was argued that fewer teachers would leave the field-and more candidates would be attracted to it-if they ~ere to teach at schools that would support their work and foster their professional growth, and if they were to earn a professional wage.

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“…Boyer and Gillespie (2000) call for just such an induction program where reflection on teaching practices and their impact on student learning is at the forefront. This tool could also provide a vehicle for needed structure that is essential to Critical Friends Groups (Bambino, 2002) in facilitating feedback and support.…”

Section: Figure 2 Model For Shared Accountabilitymentioning

confidence: 99%