Mentoring the Novice Special Education Teacher During Induction: Collaboration Between a University and Partner Schools

• In Event: Exploration and Survey of Teacher Induction Programs and Accountability

Abstract

This three-year exploratory study of a special education intern credential program examines a mentoring process designed to assist novice teachers who simultaneously teach and complete an initial credential. University and school collaboration on pedagogy and teacher practice was essential in enhancing the professional development of novice teachers. A mixed method approach was used for data analysis from: needs assessments, mentoring logs, field evaluations and exit surveys. Results indicated that novice teachers valued mentors’ knowledge, accessibility, and timely feedback. Mentors valued their training and indicated more interaction time with university faculty and mentees was needed. All participants perceived that interns needed additional support with assessment and working with families. Based on results, a program action plan for program improvement was developed.

Authors

• Carrie Ann Blackaller, California State University - Dominguez Hills

• Shirley R. Lal, California State University - Dominguez Hills