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.
About the Authors
1. New Special Education Teachers
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
2. Supports for Special Education Teachers
Uniqueness of Special Education
Special Education Processes
3. Designing Mentoring Programs
Critical Elements for Designing Effective Mentoring Programs
Roles and Responsibilities of the Mentor and Mentee
Roles and Responsibilities of the School Administrator
Mentoring Activities Calendar
Funding Mentoring Programs
Online Resources for Designing Mentoring Programs
4. Becoming a Mentor
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?
5. Effective Communication Skills
Effective Communication Skills
Observing and Coaching
Teaming: Working With Others Effectively
6. Learning About Adult Learners
Working With Adults
Adult Learning Theory
Styles of Learning/Personality Types
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