First-Year Conditionally Certified Special Education Teachers’ Induction Experiences and Intent to Return

• In Event: AERA Roundtable Session Saturday 5:10 pm Four Seasons Ballroom 2-3
  In Roundtable Session: Research on Teacher Induction Roundtable 3 (Table 5)

Abstract

Special education teacher (SET) role demands may lead to attrition among beginning SETs. Such attrition is an important contributor to teacher shortages. In response, school districts may employ conditionally certified SETs, who have not completed preservice training. Teacher induction programs can provide these teachers with resources to meet their role demands, which may promote their intentions to continue teaching. However, additional research on these programs for SETs, particularly conditionally certified SETs, is warranted. Therefore, we investigated the experiences of first-year SETs and their mentors in one district’s teacher induction program. We also sought to determine whether SETs’ perceptions of their mentors’ special education expertise and SETs’ own certification status related to their intent to return as SETs.

Authors

• Alexandra Shelton, Johns Hopkins University

• Sarah A Caroleo, Brown University

• Rachel Saperstein McClam, Johns Hopkins University

• Kathleen Mullins, Johns Hopkins University