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Mentorship of Special Educators

Mentorship of Special Educators

November 2012 | 192 pages | Corwin
Attrition rates for special educators are exceptionally high ; approximately 13% leave the profession annually. New teachers frequently exit after only one or two years in the classroom. Quality teacher mentoring programs provide one effective remedy to this chronic problem. However, there is recent evidence that many new special educators don't have access to appropriate mentoring opportunities. The study, published in the January edition of Education Policy Analysis Archives, found that:even within a state that requires mentoring for all new teachers, only 64.4 percent of special education teachers reported access to a mentor, compared with 85.6 percent of general education teachers. The quality and length of the mentoring relationships that were available differed from district to district for both general and special education teachers, and did not always meet state requirements (reported by Sarah Sparks in Education Week Online, January 6th, 2011)The proposed title addresses this problem head-on. It is designed to serve as a practical and ready to use handbook for professionals who provide support and mentorship to special education teachers with a unique emphasis on working with culturally and linguistically diverse students. The authors provide in-depth coverage of the fundamentals of mentoring, mentor support for core responsibilities of special educators such as planning and conducting IEP meetings, as well as how mentors help special education teachers assume emerging responsibilities in today's inclusive schools, e.g., implementing RTI and Positive Behavior Support Plans. Reproducible tools and templates are provided for use by mentors and mentees.
About the Authors
1. Mentorship of Today's Special Educators
2. Mentor and Teacher Relationship
3. Beginning of School, Scheduling, and Planning Individualized Education Programs: Developing Systems
4. Supporting Student Learning
5. Response to Intervention and Positive Behavior Support
6. Culturally Competent Assessment
7. Transition
8. Collaboration With Paraprofessionals by Joy Kutaka Kennedy
9. Collaboration With Professionals
10. Communication With Parents by Terry Halterman Jr. and Jennifer Madigan
Resource A. Professional Development Case Studies for Mentors by Christine Hagie
Resource B. Teacher Retention and Peer Mentoring: A Model for Success by Christine Hagie
Resource C. Chapter Tool Kits

"Mentorship of Special Educators allows the mentor another lens for helping the novice develop the critical skills for cultural responsiveness that all teachers must address within their classrooms.” 

Victoria Duff, Teacher Quality Coordinator
New Jersey Department of Education, Trenton, NJ

"As mentors, we are called to build
accomplished teachers, not just keep the teachers we have. Mentorship of Special Educators provides mentors the the tools and strategies
needed to be more than a “buddy” to beginning teachers and to help build
accomplished special educators along the way." 

Ann Marie Taylor, Special Education Mentoring Coordinator
Center for Educator Recruitment, Retention, and Advancement (CERRA), Rock Hill, SC

"Mentoring and supporting beginning educators is crucial to accelerate the professional development of those newest to our profession. Teaching is hard work and we must rely on the expertise and wisdom of those who do it well! This book will jump start those conversations necessary to link improved professional practice with positive student outcomes."

Kim Wachtelhausen, Teacher Education and Mentoring (TEAM) Program Developer
Connecticut State Department of Education, Hartford, CT

"Most of the low performing schools and districts I work with serve large percentages of English language learners and special needs students. It is imperative that highly qualified special education and mainstream teachers work collaboratively to build success for their students. Mentorship of Special Educators is a wonderful tool. In particular, the chapters on Collaboration With Paraprofessionals and Collaboration with Professionals are very important. The activities and case studies throughout all chapters are excellent."

Marty Krovetz, Director of LEAD
Professor Emeritus of Educational Leadership, San Jose State University

Jennifer Caroline Booker Madigan

Jennifer Madigan Ed.D.— is an Associate Professor in the College of Education, Department of Special Education at San Jose State University. Prior to her position in the College of Education, Dr. Madigan taught for thirteen years throughout the greater San Francisco Bay Area Bay Area, in a range of Kindergarten through 12th grade special and general education settings. As an educator, she had the opportunity to serve students and families from culturally and linguistically diverse backgrounds in a variety of urban and suburban schools. Dr. Madigan’s work in schools includes the inclusion of children with special needs in general education... More About Author

Georganne S. Schroth-Cavataio

Georganne Schroth-Cavataio is currently teaching in the position of Special Education Teacher (Resource Specialist) at an elementary school in Santa Cruz County, CA and is an instructor for Project IMPACT with Santa Cruz County Office of Education, Teacher Development. She mentored both special education and general education beginning teachers in grades K-12 for two years throughout Santa Cruz County while working as a full time released advisor/support provider for the Santa Cruz/Silicon Valley New Teacher Project. A veteran teacher of 25 years, Ms. Cavataio’s educational background includes a Masters degree in Education from San Jose... More About Author

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ISBN: 9781452202884