Supporting the Induction of Special Educators

Designing Effective Induction for Beginning Special Educators: Recommendations from a Review of the Literature

“…Yet, despite these two promising trends, beginning special education teachers continue to leave the field at a discouraging rate. In most districts with established induction activities, beginning special education teachers participate only in programs designed for the population of beginning teachers in general (Boyer, 2005). Much less research explores how existing structured induction programs meet the needs of beginning special educators (Billingsley, Griffin, Smith, Kamman, & Israel, 2009).…”

“…The mere existence of a structured induction program does not mean that all beginning teachers have access to effective support and information in each of their particular settings or teaching assignments (Boyer, 2005). Those tasked with defining and designing effective new teacher support for special educators call for "systematically designed induction programs that understand and address beginning special educators' concerns" (Billingsley et al, 2009, p. 59).…”

Considering the Context: Differences between the Environments of Beginning Special Educators who Stay and those who Leave

“…The work of Johnson and others has explored the experiences of the general population of beginning educators in a wide variety of schools. However, much less information exists related to beginning special education teachers and their responses to effective support in their teaching environments (Boyer, 2005). Research also has well documented that those beginning their careers in special education experience workplace roles and responsibilities unique to their positions and additional to the stressors that exist for beginning teachers in general (Billingsley, 2002;Billingsley et al, 2004).…”

Early Career Special Education Teachers’ Perceptions of School Site Induction Support

“…Much less attention has been focused on beginning special education teachers' responses to effective support in their teaching environment (Boyer, 2005). Although research can be found regarding the importance of induction support for beginning special education teachers, little is known about the effectiveness and relevance of these supports.…”