Developing the Knowledge and Mentoring Skills of Future Special Education Leaders
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| Title: | Developing the Knowledge and Mentoring Skills of Future Special Education Leaders |
|---|---|
| Language: | English |
| Authors: | Ortogero, Shawna P. (ORCID |
| Source: | Rural Special Education Quarterly. Dec 2022 41(4):211-226. |
| Availability: | SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Knowledge Level, Mentors, Special Education Teachers, Leadership, Rural Areas, Faculty Development, Coaching (Performance), Teacher Persistence, Elementary School Teachers |
| Geographic Terms: | Hawaii |
| DOI: | 10.1177/87568705221092765 |
| ISSN: | 8756-8705 2168-8605 |
| Abstract: | To curb the negative impact that rural Hawaii's qualified special education teacher (SET) shortage has on students with disabilities, a professional development (PD) course was developed to examine the effect the program had on mentoring beginning SETs. Course programming was aligned to SET preparation coursework, targeted at the ongoing PD needs of beginning rural SETs, in addition to being grounded in the literature on special education teacher retention and Tichy's (1983) Technical, Political, and Cultural Dynamics Theory. Seven licensed educators and their mentees participated in the course. Data were collected using surveys, knowledge assessment, culminating reflections, and course evaluations. Participants were satisfied with the course and found mentoring and instructional practices beneficial. The course had a positive impact on the overall knowledge of participants. Nearly all mentees discussed that coaching helped them grow as a teacher and resulted in lessons where students were more successful. Implications for practice are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1355119 |
| Database: | ERIC |
| Abstract: | To curb the negative impact that rural Hawaii's qualified special education teacher (SET) shortage has on students with disabilities, a professional development (PD) course was developed to examine the effect the program had on mentoring beginning SETs. Course programming was aligned to SET preparation coursework, targeted at the ongoing PD needs of beginning rural SETs, in addition to being grounded in the literature on special education teacher retention and Tichy's (1983) Technical, Political, and Cultural Dynamics Theory. Seven licensed educators and their mentees participated in the course. Data were collected using surveys, knowledge assessment, culminating reflections, and course evaluations. Participants were satisfied with the course and found mentoring and instructional practices beneficial. The course had a positive impact on the overall knowledge of participants. Nearly all mentees discussed that coaching helped them grow as a teacher and resulted in lessons where students were more successful. Implications for practice are discussed. |
|---|---|
| ISSN: | 8756-8705 2168-8605 |
| DOI: | 10.1177/87568705221092765 |
