Mentoring Guidance for Special Education Teachers
In 2012, a Special Education Mentoring Committee consisting of special education teachers was formed and met several times throughout the year to construct guidance for refining the mentoring of new special education teachers. The Committee agreed that Charlotte Danielson's Framework for Teaching continues to apply to special education teachers and that there was no need to construct different component and/or elements. However, the committee recommended that more time be given to the special education teachers during the initial year of mentoring to focus on planning for the needs of the students that they serve. Text changes for the cycles have been recommended in Cycle One and Cycle Four. Cycle Three will continue to follow the Assessment for Learning guidance as indicated.
When assigning a mentor to a new special education teacher, attention should be given to assign a mentor who is certified in special education. While the mentoring program provides support for observations and conversations, there is still the need for the educational community to assist in building the skills and knowledge of the new teacher. There are specific staff at some sites to oversee the special education program and process. It should be these individuals who assist the new teacher in regard to laws, regulations, and other aspects of special education. The role of the mentor is to continue the dialogue, provide assistance within the process, and to seek additional support for the new teacher.
The following links reflect the recommended refinements and guiding questions: (coming soon)