Mentoring New Special Education Teachers: A Guide for Mentors and Program Developers / Edition 1

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This field-tested guide provides everything you need to effectively support and mentor your special education teachers, increase their job satisfaction, and keep your retention rates high!

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Product Details

  • ISBN-13: 9780761931348
  • Publisher: SAGE Publications
  • Publication date: 1/28/2005
  • Series: 1-Off Series
  • Edition description: New Edition
  • Edition number: 1
  • Pages: 184
  • Product dimensions: 8.50 (w) x 10.90 (h) x 0.50 (d)

Meet the Author

Dr. Mary Lou Duffy is an associate professor of Exceptional Student Education at Florida Atlantic University. Dr. Duffy’s interest in mentoring stems from her work with pre and in service teachers in the local school districts in South Florida. She has had the opportunity to work with new teachers to help them learn practical ways to solve management and instructional problems. Mary Lou is a participant in Florida’s Comprehensive System of Personnel Development (CSPD) regional partnership, housed at Florida Atlantic University. She and Jim Forgan both have presented workshops and information sessions on mentoring and mentor training.

Dr. Duffy’s other interests in special education include transition services for students and young adults with disabilities from school to work. She teaches courses both on line and in traditional format on transition. Her experience with on line courses has helped her become comfortable in teaching using distance technologies.

James W. Forgan, Ph.D., is an Associate Professor of Special Education at Florida Atlantic University where he teaches undergraduate and graduate courses. He is the principal investigator for the Southeast Regional Comprehensive System of Personnel Development Professional Partnership and on a United States Department of Education grant to increase the number of master’s level minority special education teachers. Dr. Forgan was a teacher of students with learning disabilities and behavior disorders at the elementary and middle school levels for six years in the Miami-Dade County Public Schools. His professional interests are in the areas of mentoring, social skills instruction, and assessment.

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Table of Contents

Introduction: Overview Acknowledgments About the Authors
1. New Special Education Teachers Vignette Who Are New Special Education Teachers?
Where They Come From What New Special Education Teachers Need Supports ESE Mentors Can Provide Mentees Fears and Anxieties of New Teachers School Administrator's Role Assignment of New Teachers What If?
2. Supports for Special Education Teachers Vignette Uniqueness of Special Education Special Education Processes Professional Issues What If?
3. Designing Mentoring Programs Vignette Critical Elements for Designing Effective Mentoring Programs Roles and Responsibilities of the Mentor and Mentee Roles and Responsibilities of the School Administrator Mentor Selection Mentor Training E-Mentoring Mentoring Activities Calendar Action Planning Funding Mentoring Programs What If?
Online Resources for Designing Mentoring Programs References
4. Becoming a Mentor Vignette Who Should Be a Mentor?
What Do Mentors Do?
What Do Mentors Do When the Mentoring Relationship Isn't Working?
What Do Mentors Gain From the Experience?
What If?
5. Effective Communication Skills Vignette Effective Communication Skills Observing and Coaching Teaming: Working With Others Effectively Problem Solving What If?
6. Learning About Adult Learners Vignette Working With Adults Adult Learning Theory Styles of Learning/Personality Types What If?
References Resource A: Action Plans Resource B: CEC Standards and Mentoring Resources Resource C: Professional Resources Resource D: Mentor Workshop Resource E: Timeline for Mentoring Activities Index

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