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Clicking on all cylinders: How principals strategically support beginning special educators’ development

NCIPP-Clicking on all cylinders: How principals strategically support beginning special educators’ development
by

Rachel Thomas

on 28 April 2011

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Transcript of Clicking on all cylinders: How principals strategically support beginning special educators’ development

Principal Support Informal and formal meetings
Informal and formal observations with feedback
Resources and appropriate PD
The assistant principal is absolutely wonderful. She did it more through modeling-how to work with the kids. I learned a lot in behavior supports…just by seeing the way that she worked with the kids and would talk through problems rather than trying to be punitive or give consequences.
(elementary school teacher) Laying the Groundwork: What Principals Can Do to Support Beginning Special Education Teachers through Induction
National Center to Inform Policy and Practice in Special Education Professional Development Literature
Synthesis
and
Policy
Analysis Identify Promising Practices/ Induction Programs Models of Quality Induction and Mentoring Practice Technical Assistance/
Dissemination Technical Assistance/
Dissemination Obejctives

Share what we've learned
Research synthesis and polciy analysis
Insights from administrators and practictioners

Share our next steps
Ongoing dissemination
Technical assistance to LEAs and IHEs Principals Role in Induction Promoters of School Culture
Instructional Leaders
Communicators
Supporters of Induction and Mentoring Programs Instructional Leader

Assistance with curriculum/instruction, discipline, and management
Assistance with collaboration and integration of students with disabilities
Balances helping and evaluation
Supporting professional development Visible and accessible
Help to negotiate conflict and role issues
He is not a micromanager, if you’re doing your job, he respects that. You can take ideas to him, and tell him what you’re doing with your class. He gives you the information you need. building. He’s always present. Makes an effort to know what’s going on in your classroom, asks what’s going on in your classroom…when I try to integrate my kids into things or get them hooked up with another class, he’s always supportive of me doing those things.
(middle school teacher) Principals’ Insights
Clear expectations and orientation
Team-based and inclusive contexts
Data-driven and student-focused instruction
Scheduling and time I really do an orientation at the beginning of the school year with a group of new teachers, separate from the whole staff, and that really gives you the opportunity to share the mission of the building so to speak… Then, expectations with how we work with our kids, the idea of being team-based can be kind of challenging at the high school level for some people. Anything from administration details to what’s the follow-up that you’re expected to do in a team meeting. I’m huge on the IEP documentation piece and getting things in on time.
(high school principal)
Role of the Leader Facilitate access to resources

Provide instructional leadership Empower teachers and share responsibility and accountability

Mentor and coach
The team leaders were able to take back this information, once I coached them, what kinds of conversations you could have in your teams. They were able to take it back. So, the newer teachers were able to hear that information as well as teachers who have had more experience. They [team leaders] said themselves that they want to go into each other’s classrooms and observe each others. (elementary principal)
National Center to Inform Policy and Practice
in Special Education Professional Development Literature Synthesis
and
Policy Analysis Identify Promising
Practices/
Induction Programs Models of Quality
Induction and
Mentoring
Practice Technical Assistance/
Dissemination Principals Role in Induction

Promoters of School Culture

Instructional Leaders

Communicators

Supporters of Induction and Mentoring Programs Objectives

Share what we've learned
Research synthesis and policy analysis
Insights from administrators and practitioners

Share our next steps
Ongoing dissemination
Technical assistance to LEAs and IHEs Technical Assistance/
Dissemination Orientation to school policies, procedures, expectations

Establish supportive school environment
Through Shared vision and open communication
Providing opportunities for collaboration
Providing opportunities to learn (e.g., observing other teachers, using formative evaluation) Assistance with curriculum/instruction, discipline, and management
Assistance with collaboration and integration of students with disabilities
Balances helping and evaluation
Supporting professional development
Principal Support The assistant principal is absolutely wonderful. She did it more through modeling-how to work with the kids. I learned a lot in behavior supports…just by seeing the way that she worked with the kids and would talk through problems rather than trying to be punitive or give consequences.
(elementary school teacher) Resources and appropriate PD
Informal and formal meetings
Informal and formal observations with feedback
Visible and accessible
Help to negotiate conflict and role issues
Scheduling and time
He is not a micromanager, if you’re doing your job, he respects that. You can take ideas to him, and tell him what you’re doing with your class. He gives you the information you need. building. He’s always present. Makes an effort to know what’s going on in your classroom, asks what’s going on in your classroom…when I try to integrate my kids into things or get them hooked up with another class, he’s always supportive of me doing those things.
(middle school teacher) Principals’ Insights
I really do an orientation at the beginning of the school year with a group of new teachers, separate from the whole staff, and that really gives you the opportunity to share the mission of the building so to speak… Then, expectations with how we work with our kids, the idea of being team-based can be kind of challenging at the high school level for some people. Anything from administration details to what’s the follow-up that you’re expected to do in a team meeting. I’m huge on the IEP documentation piece and getting things in on time.
(high school principal)
Clear expectations and orientation
Team-based and inclusive contexts
Data-driven and student-focused instruction
The team leaders were able to take back this information, once I coached them, what kinds of conversations you could have in your teams. They were able to take it back. So, the newer teachers were able to hear that information as well as teachers who have had more experience. They [team leaders] said themselves that they want to go into each other’s classrooms and observe each others.
(elementary principal) Empower teachers and share responsibility and accountability


Mentor and coach Beginning SE Teacher
Needs Time and organizational support
Compliance-related support
Managing relationships—with professionals
and families I think they’re similar in every way except for that they have to be knowledgeable of the intervention process, time management, how to balance their time, and I think there is more pressure on the intervention specialist teachers. Especially in co-teaching models to really know how to co-teach. How to plan and then go into a classroom where there are two educators--and usually their partner in that classroom has been around longer--to know how to value themselves so that they just don’t become kind of the assistant.
(middle school principal)
Role of the Leader Promoters of School Culture Instructional Leaders Regular supportive communication helps beginning special education teachers feel well-prepared
Open-door policy and communicates a willingness to provide assistance
Regular meetings to facilitate communication
Connects beginner to colleagues who can provide needed support
Communicators Recruitment
Coordinate mentor and mentee’s work
Self-socialization
Buffer “hardships” Supporters of Induction and Mentoring Programs *

Email Updates Link to Facebook space University of Florida Logo IDEA *

Email Updates Link to Facebook space University of Florida Logo IDEA Facilitate access to resources

Provide instructional leadership
Beginning Teacher Needs Acclimation to the environment
Tools for collaboration
Instructional and/or behavioral professional development
Social-emotional support …making sure that they have support from a variety of sources and I think that the strength is using the expertise and knowledge that someone has and helping a new teacher to…there’s so many things to learn. You know, the management piece, the communicating with parents, different strategies for students, that whole differentiation piece, helping learn the curriculum. So, I think that’s really overwhelming to a new person so having a support system in place is really helpful.
(elementary principal)
What Principals Can Do Create an inclusive and equitable environment
Be visible, accessible, and communicative
Connect beginners with resources
Provide support and empower other capable teacher leaders to provide additional support
Observe, evaluate, and provide feedback informally and formally with clear goals and objectives Tools Under Development
Next Steps Tools Under Development
Implementation Matrix
Handbook
Manual Technical Assistance Process
Assist LEA – IHE teams in implementing induction and mentoring for beginning special education teachers
Site Descriptions Cincinnati Public Schools
I&M program-Emphasis on structured teacher evaluation
Elementary, K-8, High Schools

Special School District
I&M program-Emphasis on special educator development
Elementary, Middle Schools in “parallel districts” Clicking On All Cylinders: How Principals Strategically Support Beginning
Special Educators' Development

Erica D. McCray, Margaret L. Kamman, Maya Israel, Rachel Casey,
and Jennifer Jaress

Presented at Council for Exceptional Children, 2011 Supportive Climate and Context Professional and collaborative colleagues Appropriate mentoring support To feel appreciated and included Beginning Special Education Teachers' Insights vWe meet once a week, and, with the team that I’m working with, there’s green and gold. And for sixth grade I work with the green team, we meet once a week and we talk about …maybe a student’s having an issue, it seems like maybe they’re not taking their medicine, or it could range from anything, behavior, not turning in assignments. And we come up with a solution, what can we do to make sure it improves or making sure that we’re doing the best thing for them?(middle school teacher)We meet once a week, and, with the team that I’m working with, there’s green and gold. And for sixth grade I work with the green team, we meet once a week and we talk about …maybe a student’s having an issue, it seems like maybe they’re not taking their medicine, or it could range from anything, behavior, not turning in assignments. And we come up with a solution, what can we do to make sure it improves or making sure that we’re doing the best thing for them?(middle school teacher) opWe meet once a week, and, with the team that I’m working with, there’s green and gold. And for sixth grade I work with the green team, we meet once a week and we talk about …maybe a student’s having an issue, it seems like maybe they’re not taking their medicine, or it could range from anything, behavior, not turning in assignments. And we come up with a solution, what can we do to make sure it improves or making sure that we’re doing the best thing for them?(middle school teacher) We meet once a week, and, with the team that I’m working with, there’s green and gold. And for sixth grade I work with the green team, we meet once a week and we talk about …maybe a student’s having an issue, it seems like maybe they’re not taking their medicine, or it could range from anything, behavior, not turning in assignments. And we come up with a solution, what can we do to make sure it improves or making sure that we’re doing the best thing for them?(middle school teacher) We meet once a week, and, with the team that I'm working with, there's green and gold. And for sixth grade I work with the green team, we meet once a week and we talk about...maybe a student's having an issue, it seems like maybe they're not taking their medicin, or it could range from anything, behaviot, not turning in assignments. And we come up with a solution, what can we do to make sure it improves or making sure that we're doing the best thing for them? (middle school teacher)
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