- Local Administrator's Role in Promoting Teacher Quality. June 19, 2002
(MS Word : File Size 136 KB / PDF : File Size 163 KB )
Special educators feel less prepared to teach diverse students, collaborate with co-workers, and use technology in instruction than in other job-related skills. By developing strategies for reducing teacher turnover and providing professional development in areas in which teachers feel less skilled, local administrators can improve the quality of their special education teachers.
- Recruiting and Retaining High-Quality Teachers.
May 7, 2002
(MS Word : File Size 95 KB / PDF : File Size 145 KB )
When a number of factors were examined simultaneously, teachers were more likely to say they would teach as long as they were able or until retirement when their workload was manageable, their school was supportive of staff and students, and paperwork did not interfere significantly with their teaching.
- Beginning Special Educators: Characteristics, Qualifications, and Experiences.
February 27, 2002
(MS Word : File Size 135 KB / PDF : File Size 200 KB )
Special education teachers with fewer than 3 years of experience face many challenges: they are less confident than their more experienced peers in their job performance; their workloads are difficult to manage; and 63% are not fully certified for their positions.
- A High-Quality Teacher for Every Classroom. January 17, 2002
(MS Word : File Size 102 KB / PDF : File Size 181 KB )
The number and types of students whom special education teachers serve, the teachers' job responsibilities, and the extent to which their schools are caring and supportive of students and staff affect teachers' confidence and intent to stay in the profession. Specific characteristics of preservice preparation, such as weeks of student teaching, also affect teachers' perceived success.
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