Bridges to Success: A Developmental Induction Model for Rural Early Career Special Educators

Abstract

This article describes a developmental induction model designed specifically to meet the needs of beginning special educators in rural settings. The Bridges to Success project incorporated activities and resources to support effective orientation, mentoring and professional development components of an induction model. The model was implemented with three cohorts of participants, in two cohorts; not all participating mentees were true beginning special educators. Differential outcomes were found by the amount and types of experience mentees possessed, their proximity to their mentor, and their initial level of competence and confidence. Implications for designing effective induction programs in rural areas are discussed.

Analyzing the Coaching Based Professional Development Process of a Special Education Teacher

“…Regarding these problems, the teacher-researcher and the coach maintained constant communication and either rescheduled the conversations to a later day or decided to watch the video records on a day when they were both available. The results of similar studies also point out that the natural roles and responsibilities of a teacher and a coach in such a process should be as flexible as their workloads permit (Irinaga-Bistolas et al, 2007). The rationale behind is that additional responsibilities introduced by professional development efforts may hinder the systematic nature of the process (Barkley, 2005;Billingsley, 2004).…”

“…A closer look at the interaction between the teacher-researcher and the coach during the current study reveals that every step of the process was built on a number of quality interactions; namely, mutual respect, joint goals, joint decisions, and the equal opportunity to express their opinions. All of these features may be considered as factors that promote effective communication between teachers and coaches during professional development programs (Gersten et al, 1995;Irinaga-Bistolas et al, 2007).…”

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“…Self-reflection was prompted by different sources both across and within programs and varied both across and within programs. ECTs engaged in selfreflective practice which was brought on by their experiences with the assigned mentors (Achinstein, 2006;Irinaga-Bistolas, Schalock, Marvin, & Beck, 2007). Mentors assisted new teachers in reflecting on experiences they had in order to identify strengths and next steps.…”

“…Mentors assisted new teachers in reflecting on experiences they had in order to identify strengths and next steps. In other cases, professional development sessions within schools gave all staff members, including new teachers, an opportunity to self-reflect (Angelides & Mylordou, 2011;Forbes, 2004;Irinaga-Bistolas et al, 2007;Rhodes, Nevill, & Allen, 2005). Wiki pages were also cited by ECTs as a forum which encouraged their self-reflection and stimulated their development as educators (Donne & Lin, 2013).…”

“…ECTs engaged in self-reflection which was focused on their practice as educators (Cherubini, Kitchen, & Trudeau, 2009;Donne & Lin, 2013;Irinaga-Bistolas et al, 2007;Yendol-Hoppey et al, 2009). This helped them to identify what had gone well and what areas needed to be rethought for future lessons.…”