Unpacking the ECHO Telementoring Model®: A Tool to Strategically Connect and Support Special Educators.
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| Title: | Unpacking the ECHO Telementoring Model®: A Tool to Strategically Connect and Support Special Educators. |
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| Authors: | Hirsch, Shanna E.1, Qualls, Logan W.1 |
| Source: | Journal of Education Human Resources. Oct2024, Vol. 42 Issue 4, p558-579. 22p. |
| Subject Terms: | *Special education, *Professional education, *Teachers, *Education policy, Technology |
| Abstract: | Special educators must be prepared to meet the diverse needs of their students, yet they have few opportunities to collaborate with others in similar roles or receive targeted professional development. Therefore, practices that intentionally sustain special educators are needed. Such experiences have existed in the professional development world through learning communities and case-based learning. The core components of both models are featured in a relatively new method for supporting practitioners. In this article, the authors provide an overview of the ECHO (Extension for Community Healthcare Outcomes) Model® as a mechanism to support special educators. The ECHO Model® addresses many of the shortcomings in professional development and the special education workforce (i.e., isolated teachers with limited opportunities to collaborate) by strategically building a community of practice. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Education Human Resources is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | Special educators must be prepared to meet the diverse needs of their students, yet they have few opportunities to collaborate with others in similar roles or receive targeted professional development. Therefore, practices that intentionally sustain special educators are needed. Such experiences have existed in the professional development world through learning communities and case-based learning. The core components of both models are featured in a relatively new method for supporting practitioners. In this article, the authors provide an overview of the ECHO (Extension for Community Healthcare Outcomes) Model® as a mechanism to support special educators. The ECHO Model® addresses many of the shortcomings in professional development and the special education workforce (i.e., isolated teachers with limited opportunities to collaborate) by strategically building a community of practice. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 2562783X |
| DOI: | 10.3138/jehr-2022-0034 |
