Beginning Teachers in Special Education: A Model For Providing Individualized Support

In the face of acute personnel shortages, large numbers of beginning special education teachers are abandoning their chosen careers. Under the best of conditions, novice special educators are both a valuable and fragile resource with even the most motivated and best prepared experiencing frustration...

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Published in:Teacher Education and Special Education 1997-10, Vol.20 (4), p.301-321
Main Authors: Rosenberg, Michael S., Griffin, Cynthia C., Kilgore, Karen L., Carpenter, Stephanie L.
Format: Article
Language:English
Subjects:
Beginning Teacher Induction
Beginning Teachers
Disabilities
Higher Education
Special Education Teachers
Teacher Characteristics
Teacher Education Programs
Work Environment
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description In the face of acute personnel shortages, large numbers of beginning special education teachers are abandoning their chosen careers. Under the best of conditions, novice special educators are both a valuable and fragile resource with even the most motivated and best prepared experiencing frustration, stress, and disillusionment. In this article we describe a model for providing individualized and comprehensive support for beginning special educators. The underlying assumption of the model is that support for beginning teachers must take into account the full series of dynamic interacting factors that are (a) specific to the individual and (b) specific to the teaching environment and tasks that are to be accomplished. After describing the interacting factors in the model, we provide recommendations for implementation of the beginning teacher support model.
doi_str_mv 10.1177/088840649702000403
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subjects Beginning Teacher Induction
Beginning Teachers
Disabilities
Higher Education
Special Education Teachers
Teacher Characteristics
Teacher Education Programs
Work Environment
title Beginning Teachers in Special Education: A Model For Providing Individualized Support
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