Guiding Special Education Teachers Through Their First Years: A Model of Mentoring, Coaching, and Professional Development
Location
Morgan
Abstract
Presenters will outline an overview of a mentoring, instructional coaching, and professional development program designed to support new teachers as they enter the first years of teaching. Lessons learned through program implementation will be presented to provide an opportunity for evaluation and discussion among attendees. A key goal of the presentation is to provide attendees with information about one approach designed to provide novice special educators with the support needed to positively impact job satisfaction, increase the implementation of high leverage and evidence-based teaching strategies, and ultimately positively impact teacher retention.
Keywords
Educator Preparation Programs, Special Education, Induction, Mentoring
Professional Bio
Presenters include three Special Education professors at Georgia College & State University in Milledgeville, GA. Kim Muschaweck holds a Ph. D. from Texas A&M University. Stephen Wills holds a Ph. D. from the University of Alabama. Rob Sumowski holds an Ed. D. from the University of Georgia. Each presenter has over 30 years' experience across the ares of both P-12 and higher education.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Muschaweck, Kim; Wills, Stephen; and Sumowski, Rob, "Guiding Special Education Teachers Through Their First Years: A Model of Mentoring, Coaching, and Professional Development" (2024). Georgia Educational Research Association Conference. 57.
https://digitalcommons.georgiasouthern.edu/gera/2024/2024/57
Guiding Special Education Teachers Through Their First Years: A Model of Mentoring, Coaching, and Professional Development
Morgan
Presenters will outline an overview of a mentoring, instructional coaching, and professional development program designed to support new teachers as they enter the first years of teaching. Lessons learned through program implementation will be presented to provide an opportunity for evaluation and discussion among attendees. A key goal of the presentation is to provide attendees with information about one approach designed to provide novice special educators with the support needed to positively impact job satisfaction, increase the implementation of high leverage and evidence-based teaching strategies, and ultimately positively impact teacher retention.
