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Resource Library: Recruitment/Retention

Special Education Teacher Shortages - Building the Data Systems & Predictive Models to Understand the Scope of the Problem [PPT, Caffarella, E., State University of NY, College at Cortland; Fitzpatrick, R., NV DOE; Lange, W., Lange Research & Evaluation; Schumacher, S., AK DEED]

Mentoring

The National Center to Inform Policy and Practice in Special Education Professional Development (NCIPP) created program descriptions for three innovative districts with induction and mentoring programs targeted at beginning special education teachers. Program descriptions were the result of extensive interviews with mentors, beginning teachers, principals and program administrators, as well as program data analysis and videos of mentoring sessions.

Special School District of St. Louis County [Click to read full description]

The Special School District of St. Louis County provides a comprehensive multi-layered induction program specifically designed for beginning special education teachers. District-based instructional resource teachers, school-based mentors and IEP buddies collaborate to support beginners. Beginners also participate in professional development tailored to his/her specific instructional needs. The program includes two academies for a total of five years of support for a beginner.

Cincinnati Public School District [Click to read full description]

The Cincinnati Public School District provides a one-year induction and mentoring program for beginning teachers. Beginning teachers are assigned a consulting teacher who acts as both an evaluator and a mentor during the beginner's first year. Beginners also attend frequent professional development sessions designed to help align the district's standards to specific content and grade levels.

Olathe Unified School District [Click to read full description]

The Olathe Unified School District induction program implements multi-leveled mentoring combined with professional development. District-based instructional resource teachers work with building-level mentors to support beginning special education teachers. On-going professional development, specific to special education, for both the beginners and mentors ensure continuous learning assessed through a standards-based evaluation.

State Policies that Support Hiqh-Quality Mentoring This directs you to the National Center to Inform Policy and Practice in Special Education Professional Development web site. From this link you can download a a paper that identifies the components of policy that promote high-quality mentoring practice. It reviews and analyzes policies, rules, and regulations regarding beginning teacher mentoring with a focus on special education. The conceptual framework includes policies at the federal, state, and local levels.

Alaska Statewide Mentor Project Research Summary 2004-2008 (PDF)  The Alaska Statewide Mentor Project (ASMP) was created through a partnership with the Alaska Department of Education & Early Development and the University of Alaska system. ASMP provides quality mentoring to first- and second-year teachers in order to meet two goals: increase teacher retention, and improve student achievement. This research summary describes quantitative data results available at this time, beginning with a description of the subgroup of teachers served by ASMP from the population of teachers in Alaska. For a complete description of the ASMP program model, visit the website at www.alaskamentorproject.org.

Montana's Teacher Mentor Program Development Template This template contains best practice information and tools in developing a Teacher Mentor program at a school or district.

Illinois ASPIRE Website Training Modules. The Illinois ASPIRE project objective is to "deliver standardized research-based professional development in problem-solving, including Response to Intervention (RtI), scientifically-based reading instruction, and standards-aligned instruction and assessment". To support the large scale training component of this objective the project developed four core training modules.

e-Mentoring for Student Success (eMSS) Online Mentoring for New Math & Science Teachers Anytime. Anywhere.

Oregon EBISS Systems Coach Scope (DOC, 2009) Developed by the Oregon Department of Education Office of Student Learning & Partnerships.

Pennsylvania – PaTTAN Leadership Mentoring to Mastery (M2M) Self Assessment Tool (DOC. 2009). The purpose of M2M is to ensure that new special education administrators are effective and better prepared with skills and competencies to serve the needs of their schools and communities. To create this self assessment, PaTTAN mapped the Pennsylvania Inspired Leadership (PIL) standards with the Council for Exceptional Children and Council for Administrators of Special Education Advanced Knowedge and Skill Set for Special Education Administrators. The goal is to collect the data and eventually publish the findings.  Leadership Mentoring to Mastery (M2M) Brochure

Utah's Coaching Network - Essential Educator Blog (UCN)

Virtual Bug In Ear Technology for Online Coaching: A Brief Review & What’s New [PPT, December 2009, Rock, M. L., Ph.D, Associate Professor, Director, Project TEEACH, University of North Carolina at Greensboro]

Virtual Bug In Ear Mentoring in Kansas [PDF, December 2009, Green, J., Ph.D.]

See Me, Hear Me, Coach Me [2009, National Staff Development Council 30, No. 3, pg. 24, Rock, M.L., Gregg, M., Howard P. W., Ploessl D.M., Maughn, S., Gable, R.A., & Zigmond, N.P] Virtual bug-in-ear technology brings immediacy to professional development.

Can You Hear Me Now? [Teacher Education & Special Education 32, No. 1, pg.64, 2009, Rock, M.L., Gregg, M., Thead, B.K., Acker, S.E., Gable, R.A., & Zigmond, N.P. ] Evaluation of an online wireless technology to provide real-time feedback to special education teachers-in-training.

Action Research Tools for Developing a Continuous Improvement Process for Beginning Special Education Teachers.  Developed by members of Georgia's SPDG Leadership Team for use by induction coaches and university partners as well as the beginning special education teachers with whom they work to brainstorm, plan, design and record the results of action research they carried out in their individual classrooms. This process provides a framework for continuous improvement that is sustainable when the beginning teachers transition out of the induction program and no longer have access to regular weekly direct coaching.

Action Research Cycle for Induction (DOC, 2012)
Four Circle Maps: Brainstorming (DOC, 2012)
  
One Circle Map: Brainstorming (DOC, 2012) 
Tree Map: The Big Four and Class Keys (DOC, 2012) 
Formalizing Desired Outcomes (DOC, 2012) 
Action Research Example (Doc, 2012)
 
Getting Started with Action Research Flow Map (Doc, 2012) 
Action Plan (Doc, 2012)
 
Formalizing the Action Research Hypothesis (Doc, 2012) 
Action Research Summary Template (Doc, 2012) 
Brainstorming Possible Strategies to Achieve Desired Outcomes Blank Template (DOC, 2012)

Recruitment

Personnel Improvement Center (PIC), National Center to Improve Recruitment & Retention of Qualified Personnel for Children with Disabilities Mission is to increase the nation's capacity to recruit, prepare & retain fully qualified special educators, early intervention & related service providers through knowledge development, technical assistance & leadership/coordination.

State Level Practices to Recruit, Prepare & Retain Special Educators & Related Service Providers: A Multi-State Webinar on State Level Practices [February 22, 2011] The Personnel Improvement Center & Project Forum presented a free webinar to 190 participants who heard state level staff from AZ, CA, KS, LA, NC, ND, SC & UT discuss 10 strategies they have found effective in recruiting & retaining personnel. There is a link to the webinar presentation along with supporting documents & resources, including the survey & interview reports that have more detailed information than is covered in the webinar slides.

Recruitment & Retention Briefs for State Policymakers ()

Collaboration to Support New Special Educations Teachers ()

Special Education Teacher Induction Literature Review ()

Alaska Teacher Placement ()

Teacher Equity: Division of Special Education Working to Solve Teacher and Staff Recruitment, Retention & Equity Issues [Tennessee SPDG]
 

Retention

Understanding Retention and Attrition of Special Education Teachers in Nevada  Through a Longititudinal Study:  A Model for Other States [PPT, July 2010, Splean, J., Nevada Department of Education & Caffarella, E., State University of New York, College at Cortland]

Stages of Professional Development [DOC, December 2009, Maryland State Department Of Education, Division Of Special Education/Early Intervention Services] Developed in 2005-2006 to serve as a tool that could be used for self-assessment &  monitoring a teacher’s growth in implementing instructional practices that are effective with students with disabilities. In addition, the tool can also be used to assist mentors & teachers in the self assessment process &  the creation of professional development plans.

Utilization Guide For the Stages of Professional Development [DOC, December 2009, Maryland State Department Of Education, Division Of Special Education/Early Intervention Services]  Written to accompany the Stages of Professional Development document.  This tool will help you determine which stage best describes your professional development in the area of meeting the needs of students with disabilities regardless of years of experience or where you teach.

Self-Assessment Form For the Stages of Professional Development [DOC, December 2009, Maryland State Department Of Education, Division Of Special Education/Early Intervention Services] A companion piece to the Stages of Professional Development document..

Idaho Training Clearinghouse ()

Center for Indigenous Knowledge & Language Revitalization [University of Minnesota Duluth, College of Education & Human Service Professions] Tribal SpEd Licensure Program

Realizing Excellence for ALL Children in Mississippi (REACH Mississippi) [Mississippi's SPDG focusing on supporting school- & district-wide implementation of PBIS at the elementary, middle & high school levels.

Teacher Equity: Division of Special Education Working to Solve Teacher and Staff Recruitment, Retention & Equity Issues [Tennessee SPDG]

Wisconsin Personnel Development Model ()

Special Education Teacher Shortages - Building the Data Systems & Predictive Models to Understand the Scope of the Problem [PPT, Caffarella, E., State University of NY, College at Cortland; Fitzpatrick, R., NV DOE; Lange, W., Lange Research & Evaluation; Schumacher, S., AK DEED]