Empowering Clinical Supervisors and Mentor Teachers with Strategies to Strengthen Special Education Teacher Preparation and Retention

Presenter Information

Karin Fisher, Georgia Southern UniversityFollow
Melissa Driver, Kennesaw State UniversityFollow
Katy GreenFollow

Location

Room 121

Start Date

28-2-2025 12:20 PM

End Date

28-2-2025 1:00 PM

First Presenter's Brief Biography

Karin Fisher, PhD is an associate professor of Special Education at Georgia Southern University. She has over 20 years of experience in education, split between higher education and teaching students with disabilities in public schools. She is the co-chair of the GA Special Education Advisory Panel, co-chair of the GA CEEDAR Recruit and Retain Committee, the past president of the GA unit of the CEC, and the bylaws chair of GaCLD.

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Presentation Type

Concurrent Session

Roundtable Discussion

Abstract

This multi-university presentation addresses the need for effective clinical supervision and mentorship. Participants will explore evidence-based leadership practices, frameworks, and virtual tools, focusing on collaboration and novice teacher retention. These insights empower mentors to support mentees and enhance outcomes for students with disabilities in diverse educational settings.

Conference Strands

Induction Teachers (3 years or fewer)

Description

Research underscores the significant role of high-quality mentorship in teacher preparation and retention. Ingersoll and Strong (2011) found that teachers who received effective mentoring during student teaching reported greater self-efficacy, confidence in their teaching abilities, and job satisfaction compared to those with less effective mentoring experiences. Additionally, mentorship has been shown to support teacher recruitment and retention (Ingersoll & Strong, 2011; Rideout & Windle, 2010). Darling-Hammond et al. (2002) demonstrated that student teachers with high-quality mentors were more effective at improving student achievement in their first year of teaching. Furthermore, novice teachers paired with experienced and trained mentors often feel more prepared and confident (Goldring et al., 2009). Quality mentorship positively influences their professional readiness (He, 2010), instructional skills, and commitment to teaching.

Despite these benefits, Nesbitt et al. (2022) highlighted the need for additional training for cooperating teachers in evidence based mentorship practices. Effective mentorship programs are characterized by a clear content focus, active learning opportunities, and sufficient time for collaborative activities such as planning, meeting with mentors, participating in grade-level teams, and observing proficient teachers (Brownell et al., 2012; Desimone, 2019). Effective mentors also foster collaborative relationships by clearly defining roles, employing high-leverage practices (HLPs), and supporting logistical needs for collaborative work (Billingsley et al., 2017). For instance, HLP 1 emphasizes behaviors such as sharing ideas, active listening, and collaborative problem-solving (Brownell et al., 2019).

Mentors also play a critical role in socializing new teachers into school-based networks (Feiman-Nemser, 2010; Pogodzinski, 2012) and supporting professional growth through goal setting, modeling, observations, and feedback (Israel et al., 2013). This multi-university presentation addresses the urgent need for effective mentorship in special education, offering strategies to enhance mentor-mentee relationships and support teacher retention.

Key strategies include:

• Utilizing an appreciative inquiry framework for mentoring.

• Implementing peer mentorship programs.

• Leveraging virtual mentoring platforms and online communities.

• Integrating technology tools for effective communication.

• Providing ongoing professional development for mentors.

• Addressing challenges in remote or rural mentorship settings.

• Exploring mentorship’s role in teacher retention and career advancement.

Participants will gain practical knowledge, engage in discussions, and network with colleagues, leaving inspired to cultivate effective mentorship programs that improve outcomes for marginalized students.

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 License.