A Survival Guide for New Special Educators E-Book

Bonnie S. Billingsley

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Serie: J-B Ed: Survival Guides
• Sprache: Englisch

Seitenzahl: 823

Veröffentlichungsjahr: 2013

Beschreibung

What every special education teacher needs to know to survive and thrive A Survival Guide for New Special Educators provides relevant, practical information for new special education teachers across a broad range of topic areas. Drawing on the latest research on special educator effectiveness and retention, this comprehensive, go-to resource addresses the most pressing needs of novice instructors, resource teachers, and inclusion specialists. * Offers research-based, classroom-tested strategies for working with a variety of special needs students * Covers everything from preparing for the new school year to behavior management, customizing curriculum, creating effective IEPs, and more * Billingsley and Brownell are noted experts in special educator training and support This highly practical book is filled with checklists, forms, and tools that special educators can use every day to help ensure that all special needs students get the rich, rewarding education they deserve.

Leseprobe

Contents

The Authors

Acknowledgments

Tables, Figures, and Exhibits

Introduction

Accessing the Online Content

Part One: The Basics

Chapter One: Getting the Right Job

An Initial Priority: Find a Good Job Match

Steps in Your Job Search

The Interview Process

Consider the Offer

To Sum Up

What’s Next?

Chapter Two: Great Beginnings

Reality 101: What to Expect in the First Years

Your Challenge: Become an Accomplished and Committed Special Educator

Reflect on the Moral Purpose that Guides Your Work

Develop Knowledge about Professional Standards and Ethics

Learn about the Community and Key Policies and Guidelines

Learn More about the Content Standards for Subjects You Teach

Use and Refine Your Knowledge about Evidence-Based Practices

Know Your Students and Systematically Monitor Their Learning

Collaborate Effectively with Administrators, Colleagues, and Parents

Protect Instructional Time and Balance Your Responsibilities

Develop Resilience and Manage Stress

Take Initiative for Your Own Professional Learning

Making It Happen: Create a Network of Supports

To Sum Up

What’s Next?

Additional Resources

Chapter Three: Working with Others

Be an Energizer

Be an Effective Communicator

Working Through Conflicts

A Great Start with Parents

Ten Actions to Develop Positive Relationships with Parents

A Great Start with Administrators

A Great Start with Your Mentor(s)

A Great Start with Colleagues

Leading Effective Professional Meetings

To Sum Up

What’s Next?

Additional Resources

Chapter Four: Special Education Law

Key Laws Related to Students with Disabilities

Education for All Handicapped Children Act

Individuals with Disabilities Education Act

Section 504

Americans with Disabilities Act

Confidentiality

Dealing with Legal Challenges

To Sum Up

What’s Next?

Additional Resources

Chapter Five: Developing Quality IEPs

The IEP Document

The IEP Process

Tips for a Great Start with IEPs

Tips for Developing IEP Components

The IEP Meeting

Transition Planning

IEP Summary Forms

Tips for Organizing the IEP Process

Practical Suggestions from Special Educators

To Sum Up

What’s Next?

Additional Resources

Part Two: Becoming an Accomplished Educator

Chapter Six: Organizing and Managing Your Work

Your Many Roles and Responsibilities

Goals and Plans Equal Organizational Success!

Manage Your Time, Manage Your Tasks

Setting Up Your Class for Success

Considerations for Middle and High School Classrooms

The Teacher’s Desk

Get Ready for Your First Day of School

Plan for Fun and Knowledge

To Sum Up

What’s Next?

Additional Resources

Chapter Seven: Classroom and Behavior Management

Tiered Approach to Providing Positive Behavioral Support

Evaluating the Intervention

To Sum Up

What’s Next?

Additional Resources

Chapter Eight: Collaboration and Co-Teaching

Fundamentals of Collaboration

Defining Characteristics for Collaboration

Understanding Collaboration in Varied Service-Delivery Models

Tips for Special Education Teachers in Collaborating for RTI

Collaboration in Inclusive Settings

Small Strategies to Make a Big Impact on Collaboration

Helping General Educators

Co-Teaching

The Co-Teacher Relationship

Characteristics Aiding in Successful Co-Teaching

Barriers and How to Overcome Them

Keeping Collaborative Records

To Sum Up

What’s Next?

Additional Resources

Chapter Nine: Supporting Your Students

The Student–Teacher Relationship

Tips for Fostering Positive Student–Teacher Relationships

Motivating Your Students

Advocating for and with Your Students

Culturally Responsive Teaching

Helping Your Students Stay Organized and Learn Responsibility

To Sum Up

What’s Next?

Additional Resources

Chapter Ten: Assessment and Knowing Your Students

Your State Standards and the CCSS

Why Test in Relationship to the Standards?

Educational Laws and Assessment

Relationship Between the Laws and Your Assessment Practices

Progress Monitoring and Curriculum-Based Measures

Formal or Standardized Tests

Assessment Accommodations and Adapting Classroom Tests

Alternative Assessments

Feedback and Grading

Assessment Considerations at the High School Level

To Sum Up

What’s Next?

Additional Resources

Chapter Eleven: Universal Design for Learning and Technology

Plan Engaging and Accessible Instruction through UDL

The Basics of UDL: Reach and Engage Your Students in Multiple Ways

Three Principles of UDL: Multiple Means of Representation, Action and Expression, and Engagement

General Hints for Implementing UDL

Using Instructional Technologies to Support Students with Disabilities

ATs to Support Students with Disabilities

To Sum Up

What’s Next?

Additional Resources

Part Three: Mastering Effective Practices

Chapter Twelve: Effective Instructional Practices and Lesson Planning

Planning for Effective Instruction

Using Effective Instruction

To Sum Up

What’s Next?

Additional Resources

Chapter Thirteen: Teaching Reading

A Framework for Teaching Reading

Phonological Awareness and Phonics (Basic Decoding)

Decoding Multisyllabic Words and Promoting Morphological Awareness

Vocabulary Instruction

Promoting Fluency at the Rime, Word, and Connected-Text Levels

Promoting Reading Comprehension

Special Considerations for ELLs with Learning Disabilities

Incorporating Technology into Reading Instruction

To Sum Up

What’s Next?

Additional Resources

Chapter Fourteen: Teaching Writing

Basic Skills Underlying Proficient Writing Performance

Becoming an Independent Writer

Special Considerations for ELLs

Using Technology to Support Writing

To Sum Up

What’s Next?

Additional Resources

Chapter Fifteen: Teaching Mathematics

What Makes Math So Difficult for So Many Students?

Going Beyond Arithmetic to Algebra

Characteristics of Struggling Learners in Mathematics and General Strategies for Supporting Students

Instructional Math Standards

How Should I Teach Learners Who Have Difficulty Keeping Up with the Curriculum?

Instruction that Supports Students with Disabilities in Mathematics

What is the Best Way to Integrate CRA into Math Instruction?

Metacognitive Math Strategies

Assessment and Feedback to Inform Mathematics Practice

Formal Assessment and Mathematics

Technology-Enhanced Mathematics Instruction

To Sum Up

What’s Next?

Additional Resources

Chapter Sixteen: Teaching Content

What Can You Do to Support Students with Disabilities in Learning Content?

What Specific Things Can You Do to Help Students with Disabilities in the Content Areas?

UDL and Instructional Technologies in Content Learning

Teaching Concepts with Content Enhancements

Teaching Simple Concepts

Complex Concepts

Inquiry-Based Approaches to Teaching and Learning Content

What is the Relationship Between Inquiry Learning and Problem-, Project-, and Challenge-Based Learning?

To Sum Up

What’s Next?

Additional Resources

Chapter Seventeen: Teaching Students with Limited to Pervasive Intellectual Disability

Who Are Your Students?

What to Teach

Why Teach Beyond Functional Skills to Students with Intellectual Disabilities

Assessments to Guide Curricular Planning

How to Teach

To Sum Up

What’s Next?

Additional Resources

Part Four: Additional Considerations

Chapter Eighteen: Managing Student Health Needs

Individual Health Care Plans and Emergency Care Plans

Health Conditions and Teacher Tips

Tourette Syndrome (TS)

To Sum Up

Additional Resources

Part Five: Appendixes

Appendix A: Definitions and Resources about Disability

Appendix B: Key Special Education Cases

Appendix C: Assessment Vocabulary and Concepts

Appendix D: Tips for Preparing for Observations and Evaluations

Appendix E: Bonus Web Content

Index

MORE PRAISE FORA SURVIVAL GUIDE FOR NEW SPECIAL EDUCATORS

“An excellent, hands-on approach for any special education teacher. Very appropriate examples and a terrific sense of what a special education teacher does each day makes this book a MUST HAVE resource!”

—Elizabeth LeClear, Ph.D., Principal, Santa Fe High School, Gainesville, Florida

“Comprehensive yet reader friendly, A Survival Guide for New Special Educators is an excellent go-to resource for the busy beginning special education teacher. From finding the right job, to internalizing the skills to do the job, to mastering the profession with a high degree of excellence, this book is a must have for educators who work with students with special needs. Go ahead and write your name in it, because you will not be giving this one away!”

—Rachella Prince, Special Education Curriculum and Instruction Administrative Assistant, Raleigh County Schools, West Virginia

Cover design: Michael Cook

Cover photo: ©Rob Lewine/Getty

Copyright © 2013 by John Wiley & Sons, Inc. All rights reserved.

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Bonnie Billingsley was employed at Virginia Tech and subsequently at the University of North Carolina at Greensboro during the period that this book was written.

Library of Congress Cataloging-in-Publication Data

Billingsley, Bonnie S.

A survival guide for new special educators / Bonnie S. Billingsley, Mary T. Brownell, Maya Israel, Margaret L. Kamman.

pages cm

Includes bibliographical references and index.

ISBN 978-1-118-09568-3 (pbk.)

ISBN 978-1-118-26193-4 (ebk.)

ISBN 978-1-118-22357-4 (ebk.)

ISBN 978-1-118-23692-5 (ebk.)

1. First year teachers—United States. 2. Special education—United States. I. Brownell, Mary T. II. Israel, Maya. III. Kamman, Margaret L. IV. Title.

LB2844.1.N4B55 2013

371.90973—dc23

2012048512

The Authors

Bonnie S. Billingsley, a former special education teacher and administrator of special education, is a professor at Virginia Tech. Her research interests include special education teacher quality, retention, and teacher induction. Billingsley is the author of the book Cultivating and Keeping Committed Special Education Teachers as well as numerous articles in publications such as Exceptional Children, The Journal of Special Education, and the Journal of Learning Disabilities. She has consulted with numerous educational agencies about special education teacher development and support.

Mary T. Brownell, a former special education teacher, is a professor at the University of Florida and is the director of the Center on Collaboration for Effective Educator Development, Accountability and Reform. She has had numerous grants related to special education teachers and has published extensively in the areas of teacher preparation, quality, retention, and professional development, including articles in Exceptional Children, The Journal of Special Education, and Learning Disability Quarterly. Brownell is lead author of Inclusive Instruction: Evidence-Based Practices for Teaching Students with Disabilities.

Maya Israel, a former special education teacher, is an assistant professor of special education at the University of Illinois. Her primary areas of specialization include using technologies to mentor new teachers and supporting student access to science, technology, engineering, and mathematics (STEM) learning through instructional strategies and technologies. She is involved in several research and development projects supported through the US Department of Education and the National Science Foundation that investigate student digital and print literacies as well as teacher use of instructional strategies and technologies to enhance STEM learning.

Margaret L. Kamman is an assistant scholar and project coordinator at the National Center to Inform Policy and Practice in Special Education at the University of Florida. The purpose of the center is to inform educational agencies of policies and practices that improve the retention and quality of beginning special education teachers. She also teaches graduate classes on language and literacy interventions and assessment for general and special education teachers. She served for a decade in the public schools teaching students with disabilities in K–12 and serving as a special education specialist.

Acknowledgments

The authors are especially grateful to Emily Rex from the University of North Carolina, who worked diligently with the authors to edit this book. We also extend our appreciation to LaQuinta Clark and Courtney Fischer, who helped compile the appendixes.

We express our sincere appreciation to the following individuals who reviewed one or more chapters of this book. They made numerous suggestions that helped make this work stronger.

Susan Asselin, Virginia Tech

Tammy L. Barron, University of North Carolina at Greensboro

Elizabeth Bettini, University of Florida

Pamela W. Carter, University of North Carolina at Greensboro

Jean Crockett, University of Florida

Jeff Diedrich, Michigan Integrated Technology Supports (MITS)

Dimple Malik Flesner, University of Florida

Jessica Gerdes, Illinois State Board of Education

Susan A. Gregson, University of Cincinnati

Matthew Hoge, University of Arizona

Kara Battin Holden, University of North Carolina at Greensboro

Bree A. Jimenez, University of North Carolina at Greensboro

Megan Kemmery, University of North Carolina at Greensboro

Michael Kennedy, University of Virginia

Mary Theresa Kiely, St. John’s University

Jenna Kimerling, University of Florida

Richard Lemke, Durham Public Schools’ Duke Hospital School

Erica McCray, University of Florida

Emily Rex, University of North Carolina at Greensboro

Lisa Hess Rice, George Washington University

Fred Spooner, University of North Carolina at Charlotte

We’d also like to thank the following educators and colleagues, who contributed their expert advice in the form of textboxes throughout the manuscript:

Tammy L. Barron

Elizabeth Bettini

Carol M. Bland

William Bursuck

Nicole Dobbins

Dimple Malik Flesner

Theresa Forte

Stephanie Gardiner-Walsh

Kara Battin Holden

Aleksandra Hollingshead

Angela Jones

Megan Kemmery

Teresa Little

Yujeong Park

Emily Rex

Stacey Rice

Wenonoa Spivak

Rachel Thomas

Kristin Zimmerman

Tables, Figures, and Exhibits

TABLES

2.1

You Are Not Alone: Percentage of Special Educators’ Requiring Assistance

2.2

Online Resources for New Teachers

3.1

Attitudes and Behaviors to Promote Positive Relationships with Parents

3.2

Tips for Planning and Leading an Effective Professional Meeting

4.1

Laws Related to Special Education

4.2

Select Federal Laws Affecting Students with Disabilities

5.1

Interview Questions for Parents and Students

6.1

Job Description for a Case Manager

6.2

Emily’s Goals

7.1

Surface-Responding Techniques

7.2

Whole-Class Responding Techniques

7.3

Mixed-Responding Techniques

7.4

ABC Chart

8.1

Co-Teaching Models

8.2

What Co-Teaching Is and What It Is Not

9.1

Guidelines for Sharing Personal Information with Students

10.1

Examples of Common Standardized Assessments Used in Schools

10.2

Grading Adaptations in Inclusive Classrooms

11.1

Multiple Means of Representation

11.2

Technology Options for Expressing Understanding

12.1

Steps and a Description of the SMARTER Strategy

12.2

Steps and a Description of the CRADLE Lesson-Planning Strategy

12.3

Direct Instruction Model

12.4

The Cognitive Strategy Instruction Model

13.1

Strategies for Teaching Phonological Awareness and Early Phonics Skills

13.2

A Scope and Sequence for Learning Decodable Words: Kindergarten through Third Grade

13.3

Strategies and Activities for Improving Students’ Morphological Awareness

13.4

Context Clues Students Can Use While Reading

13.5

107 Most Common High-Frequency Words

13.6

Effective Comprehension Strategies

14.1

Sentence-Combining Instruction

15.1

Task Analysis for Abstract-Level Solving of the Following: 70 − 55 =

x

15.2

Technologies That Support Mathematics Teaching and Learning

16.1

Scaffolding Instruction—Step by Step

16.2

Accessing Background Knowledge

16.3

Mnemonic Strategies

16.4

Differences among Problem-Based, Project-Based, and Challenge-Based Learning

17.1

Examples of Assistive Technologies

17.2

Data Sheets

17.3

Data-Based Decisions

18.1

Latex in the Home and Community

18.2

Reported Symptoms of Hypoglycemia

18.3

Types of Tics

FIGURES

5.1

Interrelationships of IEP Components

6.1

Scholastic Example Room Arrangement

6.2

Deanna’s Desk

10.1

Progress Monitoring Graph

11.1

Universal Design for Learning Guidelines 2.0

13.1

The POSSE Strategy

14.1

Semantic Map for Grouping Ideas for Writing

15.1

Concrete Example of Solving for an Unknown

15.2

Examples of Common Math Manipulatives

16.1

Mrs. Hodgins’s Graphic Organizer

16.2

Semantic Map of Vocabulary Related to Food Chains

16.3

Frayer’s Model Example for the Word

Metaphor

16.4

Concept Diagram

16.5

Student-Directed and Teacher-Directed Learning Continuum

17.1

Example for Using Least Intrusive Prompts for Answering Comprehension Question with the Novel

Holes

by Louis Sacher

EXHIBITS

1.1

Résumé Example

1.2

Job Interview Questions

3.1

Sample: Beginning-of-Year Letter from Special Education Teacher

3.2

Encouraging Note to Parents about Their Child

3.3

Teacher–Parent Communication Log

3.4

Paraeducator Schedule Form

4.1

Procedural Safeguards: Parent Rights Summarized

5.1

Facilitating an Effective IEP Meeting: Preplanning for an IEP Meeting

5.2

IEP at a Glance (Elementary Level)

6.1

Roles and Responsibilities Organizational Table

6.2

First-Day Checklist

7.1

Sample Rules

7.2

Behavior Contract

7.3

Check-in, Check-out

7.4

Common Behavioral Functions

7.5

Sample Point Sheet

7.6

Sample Point Sheet

8.1

Checklist for Co-Teaching

8.2

Teacher Collaboration Log

8.3

Student Collaboration Log

9.1

Student Daily Organization Checklist

11.1

UDL Instructional Process

12.1

The Unit Organizer

12.2

A Graphic of the Lesson Organizer Routine

13.1

Story Map Organizer

14.1

Writing Process Checklist

14.2

Compare-and-Contrast Think Sheet

14.3

Graphic Organizer Used to Write a Report

15.1

CRA Progress-Monitoring Checklist

17.1

Example of a Personally Relevant Curriculum

17.2

Ecological Inventory of Teeth Brushing

17.3

Prompting Strategies

17.4a

Example SIP for a Seventh-Grade Student Working on an Objective in ELA

17.4b

Example Data Sheet with Superimposed Graph Reflecting Collected Data from the ELA SIP

17.5

Three Important Questions to Ask When Developing Summative Assessments

18.1

Sample Individualized Health Care Plan

18.2

Emergency Care Plan

18.3

First Aid for Seizures

Introduction

Most special educators enter teaching with the desire to help students learn, but being a great special education teacher is also about successfully handling all the tasks that are a part of meeting the needs of students with disabilities. To succeed in this profession you will need knowledge and strategies for teaching students with disabilities effectively, tools for communicating successfully with others, ways of efficiently handling varied work activities, and the ability to take charge of your own growth and well-being.

The primary goal of this book is to provide relevant and practical information and identify resources that will assist you in establishing a productive and satisfying career as a special education teacher. The authors know what you’re going through; we have all been beginning teachers and we still remember the enthusiasm and feelings of anxiety we had on the first day of our jobs. Since that day, collectively, we have accumulated more than ninety years of experience as special education teachers, administrators, teacher educators, and researchers. We have also conducted research on new teachers, learning about what their needs are, the types of support they find helpful, and what more and less accomplished special educators do as they begin their careers in schools. We draw from all of these prior experiences to provide a handbook that is designed to help you navigate your first years in the classroom. Other experienced contributors have added valuable ideas to the book as well.

All of us made it through that first year successfully and so can you with the strategies and ideas contained in this survival guide. The major purposes of this book are the following:

Provide a big picture of what it means to be an accomplished and committed special education teacher

Provide specific guidelines for effective teaching, emphasizing key evidence-based practices

Outline strategies for managing your varied roles and nonteaching responsibilities

Suggest key print and online resources relevant to special educators’ work

OVERVIEW OF THE CHAPTERS

Part One, “The Basics,” provides an overview of steps you can take to have a great start in your career. In chapter 1 we outline how to search and interview for jobs that match your preparation and skills. A careful job search is important because teachers who find good matches are more likely to be successful and stay in their positions. In chapter 2 we provide a snapshot of what it’s like to be a new special educator, the top challenges new teachers face, and ways to find the support you need. In addition, we also outline ten actions that new special educators can take to become accomplished and effective teachers. These ten actions provide the foundation for your work as a special educator.

Chapter 3 provides communication guidelines for working with adults, including specific suggestions for interacting with colleagues, paraeducators, parents, mentors, and administrators. The relationships you form are critical in developing a team approach for supporting students with disabilities. In chapter 4 we provide guidance for legal questions you may have and tips for ensuring that the key principles of the Individuals with Disabilities Education Act (IDEA) are met. Chapter 5 specifies guidelines for working with others to develop individualized education programs (IEPs) that meet the needs of students, including how to align the goals of the IEP with the academic standards required of all students.

Once you’ve learned the basics, Part Two, “Becoming an Accomplished Educator,” will help you learn the finer points of working as a special educator. Chapter 6 outlines strategies for organizing your work, time, and space, which will help you balance the multiple tasks of teaching special education and preserve as much time as possible for instruction. Chapter 7 highlights goals and major approaches to collaboration, including tips for forging more successful interactions with your colleagues. In chapter 8 you will learn about the importance of a positive approach to behavior management and many strategies for helping your students. Chapter 9 builds on the behavior management chapter by providing you with strategies for building positive relationships with students, establishing high expectations for their learning and behavior, and motivating them to persist even in the face of challenges.

Chapters 10 and 11 will guide you in designing instruction with your general education colleagues. Chapter 10 reviews information about the importance of assessment for guiding instruction in content area and intervention instruction. Without solid assessment data, you and your general education colleagues cannot meet the fundamental requirement of IDEA: an appropriate education that is specially designed to meet the needs of students with disabilities. Chapter 11 provides you with frameworks for planning instruction that can be helpful for coordinating your efforts with your general education colleagues. Additionally, you will read about major approaches to instruction that are based on research.

Part Three, “Mastering Effective Practices,” discusses information you can use to improve your instruction. Chapters 12 through 16 provide frameworks for approaching instruction in the content areas. These chapters outline key instructional ideas for reading, writing, mathematics, social studies, and science. You will also learn about evidence-based strategies in these areas. Practical examples are used to help you with implementing these strategies. Chapter 17 offers specific information about how you can apply knowledge of evidence-based instruction to the instruction of students with severe disabilities.

Chapter 18 provides the information you need to know when working with students who have significant health problems and receive either IDEA services as a result of their issues or require services to participate in the general education curriculum.

Learning to implement the strategies in this book will help you to become an accomplished special education teacher; work effectively with general education colleagues, related service personnel, and families; and fulfill your professional responsibilities under IDEA. Additionally, careful study of the ideas in this book puts you on the path to becoming a lifelong learner, a mind-set that will allow you to become an expert in special education.

A number of the tools in this book can be downloaded for free from the publisher’s website. See Appendix E for more information.

PART ONE

THE BASICS

Chapter One

Getting the Right Job

In this chapter you will learn about:

How to find a job that is a good match for your skills and interestsHow to prepare for your first job interviewsTips for putting together a résumé

Dory received the dreaded letter—she didn’t get the job she really wanted. She plans to search for several different positions and is thinking about how to prepare better for the interviews. Dory wishes they had provided more guidelines for this in her preparation program.

Great beginnings are no accident. We hope, as part of your teacher preparation, you developed critical knowledge about how to teach students with disabilities and started putting what you learned into action through field experiences in schools. Yet learning to teach is a lifelong process and the steps that you take at the beginning of your career are critical to a great start. The first step is to find a job that is a great match.

AN INITIAL PRIORITY: FIND A GOOD JOB MATCH

Special education teachers wanted: well-prepared, enthusiastic, intelligent, energetic, and personable individuals—intrinsic rewards unlimited1

Finding a good job match is perhaps the most important step you can take toward having a great beginning to your teaching career. Your ability to find a good match may be difficult or easy depending on the job market in which you live or the one in which you hope to relocate. Although some new teachers have multiple offers, others struggle, and the lack of available jobs in some areas is a significant source of stress for new teachers.

It is also important to know that central office personnel and principals may be constrained in whom they hire and when they can hire. For example, they may be required to hire employees who have been laid off before considering anyone else. Sometimes the reassignment of teachers creates delays in hiring, with offers coming later in July or even in August.

If you are applying in an area where there are few special education jobs, keep in mind that it is often easier to find jobs in rural or high-need schools. For example, in one geographical region, it is almost impossible to get a job in a preferred school system. However, it is relatively easy to get jobs in the surrounding areas. If the job market is tight in your preferred school district, you will want to be vigilant about learning about the school system, its needs, and what the administration is looking for in applicants.

A thoughtful and systematic approach to your job search should increase the odds of finding a position that is a good match for your qualifications and interests. If you are not in a hurry and if you have options about where you live, you can afford more time in looking for a good match. Some teachers take the first position that is offered even when it is not a very good match for their interests, skills, and abilities. Those who are not well matched to their jobs are more likely to leave their positions.2

STEPS IN YOUR JOB SEARCH

Once you decide on your priorities, take time to get the most out of the job search process. Following are specific considerations when searching for a position that is a good match.

Identify Your Priorities

Consider what is important in a job for you. The clearer you are about what you want, the easier it will be to find positions that match your interests and abilities. Take ten minutes to write a description of your ideal position. For example, consider the following:

Is it at the elementary or secondary level?

Would you be as comfortable working in a large versus small school or a suburban versus urban environment?

Do you want to spend most of your time co-teaching?

Are you interested in teaching a particular subject(s)?

What certifications do you hold? What additional certifications are you willing to acquire?

Do you have more experience with some kinds of students with disabilities than with others?

Where do you want to live?

How far are you willing to commute?

Of course, you probably won’t find the perfect fit, but by identifying your priorities, you will help focus your attention on finding a pretty good match. Even better, make a list of must-haves, should-haves, and nice-to-haves. Evaluate each job according to these priorities. Karen, a new graduate with a master’s degree, describes the job she wants:

I hope to find a job in an elementary school that is fully inclusive. Because I have worked mainly with students with emotional and behavioral disabilities, I want to make sure I have opportunities to work with these students. I want to work close to home so working in one of several specific counties is important to me. Having materials as well as support from administration and mentors are priorities.

Investigate a Range of Options

Perhaps you know exactly where you want to work; if so, skip to the next point. Most prospective teachers will want to search a range of possibilities. Fortunately, there are many different websites for teachers interested in learning about special education positions (e.g., Council for Exceptional Children—Career Center, Recruiting New Teachers, and the National Association of State Directors of Special Education). If you are interested in a particular state, district or school, you can contact it through its website or through the district personnel office.

Develop Your Résumé

A well-crafted résumé highlights the most important aspects of your teaching work. You should take copies to teacher job fairs and your interviews. You should also send it as part of your application. You may want to revise your résumé for specific positions, highlighting those aspects of your preparation and experience that are consistent with the position you are seeking. For example, if the job announcement includes references to specific skills, such as co-teaching or tiered instruction, highlight those relevant experiences on your résumé.

Those who interview you may look at your résumé very quickly, so make sure you highlight the most important information. Here are some specific tips to consider when developing your résumé. An example is shown in exhibit 1.1.

Emphasize your strengths and your specific knowledge and skills.

Highlight your work with students with disabilities and your specific skills.

Create a focused, concise, and readable résumé (12-point font such as Times New Roman).

Use a high-quality printer and good paper.

Use bullets, not sentences or paragraphs.

Proof carefully and have other professionals read and make suggestions.

Complete Your Application and Follow Up

After you have narrowed your search, you will need to complete the application process. This usually includes providing a written or online application, securing transcripts and references, and providing teacher exam scores. Be sure to follow the instructions exactly. Don’t leave anything out. You should follow up to make sure the district has received all parts of your application. If you do not hear anything after a period of time, call the district to let them know you are still interested.

THE INTERVIEW PROCESS

Be prepared for the interview. In particular, read the job announcement carefully and prepare for any aspects of the position that are highlighted in the interview (e.g., help students prepare for postsecondary settings, co-teaching). Here are some key tips to increasing your chance of getting an offer.

Exhibit 1.1 Résumé Example

ALTHEA POLSNEY

948 Deerfield Drive(123) 456–7891Anytown, NY [email protected]

Education

University of BrightsvilleMay 2012Master of Education in Special EducationGPA: 3.9University of Highrock CollegeMay 2009Bachelor of Psychology/Spanish minor (fluent)GPA: 3.8

Student Teaching Jan.–May 2012

Dominion Elementary School, Anytown, NY

Co-taught lessons in reading and mathematics in fourth- and fifth-grade classroomsManaged a caseload of twenty-two students with high-incidence disabilitiesDeveloped IEPs and implemented curriculum-based measurementParticipated in the schoolwide improvement committeePresented a professional development session on positive behavioral supports

Employment

Graduate assistant, Department of Special EducationAug. 2010–Jan. 2012Assisted faculty in research, teaching, and servicePreschool paraeducator at Lilly Park PreschoolAug. 2009–June 2010Provided assistance to three students in a fourth-grade classroomSummer camp counselor for students with autismJune 2010–Aug. 2010Assisted primary-age children at a summer camp full time

Volunteer and Leadership Activities

President, student chapter, Council for Exceptional ChildrenSept. 2010–Aug. 2011After-school tutor, Monterey Elementary, Anytown, NYAug. 2007–Dec. 2009Volunteer coach, Special Olympics, Anytown, NYJan. 2006–Dec. 2006Highrock College Spanish ClubAug. 2007–Aug. 2009

Before the Interview

Review the job announcement carefully.

Learn about the district and the school.

Visit the school. Some school districts have centralized interviews at the district office, others hold them at the school, and still others offer district and school interviews. If possible, visit the school or schools that have openings. In addition, try to talk with other teachers and administrators at the school: they have insights that will help you better understand the job.

Preparing for Interview Questions

Interviewers will likely ask a range of questions about numerous aspects of your experiences and your knowledge and skills as a teacher. Thinking through possible questions and practicing your responses is an excellent way to prepare for your interview.

Exhibit 1.2

provides examples of questions that you might be asked. You may want to outline a few of the key points you would make for each of the questions in the column on the right-hand side of the exhibit. You will likely make a better impression if you concentrate on several well-thought-out points than to try and share everything you know about a topic. Also, include specific examples, especially things that worked well.

If you have difficulty with any of the practice questions, review the specific chapters in this handbook that address that material. Use the additional resources listed in each chapter if you need more information.

If you are applying for a position for students with a specific disability (e.g., students with autism or students who are hard of hearing), customize the questions by rewording them to apply to a specific population. For example, what are characteristics of effective instructional environments for students with autism?

Be ready with a written list of your own questions (e.g., mentoring support, student–teacher ratio).

The Interview Itself

Dress professionally for the interview.

Arrive on time.

Make eye contact with everyone who is present.

Bring a portfolio or examples of lessons (ask if they are interested in looking at them).

Don’t ask about salary until an offer is made (this information is often available on the district website).

After the Interview

Thank each individual for taking the time to interview you.

Express your interest in the position.

Follow up with a handwritten note or at least an e-mail indicating your interest.

Exhibit 1.2 Job Interview Questions3

AreasPossible QuestionsHighlight Key Points You Want to MakeExperience and preparation for positionTell us about yourself and your preparation for this position.State requirements:

(1) Licensure

(2) Required teacher tests

(3) College program accreditation

Tell us about your preparation for this position and your current licensure status in this or other states.Teacher dispositionsHow would your students describe you?Tell us about yourself and what you bring to this position.What was your biggest challenge in your last job (or internship) and how did you address this challenge?Teacher rolesDescribe your ideal teaching position.How would you describe the role of the special educator in the school?What concerns do you have about filling this role?View of special educationWhat are characteristics of effective instructional environments for students with disabilities?Understanding students with disabilitiesDescribe the needs of a student with disabilities whom you have worked with over a period of time.Understanding diversity and working with familiesDescribe considerations that you have made in addressing the needs of students (and families) from diverse backgrounds.How do you communicate with parents?Assessment and monitoring of learningDescribe specific strategies that you have used to assess student learning.How do you prepare students for state assessments?Collaboration and co-teachingTell us about your experiences collaborating with general educators.Please give an example of a situation that worked well and any challenges you encountered.What are various ways that you might collaborate and co-teach with general educators?Knowledge of content and state standardsHow do you teach to state standards?What content area(s) do you feel best prepared to teach and at what levels?For the area you selected, outline some considerations that are important to teaching that specific content.Instructional strategiesWhat types of teaching strategies have you used in your teaching?How do you decide which teaching strategies to use?Individualized education programs (IEPs)Transition planningDescribe how you would facilitate an IEP meeting.How would you incorporate transition planning in the IEP?Student behaviorHow would you approach working with a student who regularly disrupted a class and refused to cooperate?ParaprofessionalsDescribe how you would establish a positive working relationship with paraprofessionals.Assistive technologyDescribe any experiences or training that you have had using assistive technology.

A Survival Guide for New Special Educators, by Billingsley, Brownell, Israel, and Kamman. Copyright © 2013 by John Wiley & Sons, Inc.

A Survival Guide for New Special Educators, by Billingsley, Brownell, Israel, and Kamman. Copyright © 2013 by John Wiley & Sons, Inc.

CONSIDER THE OFFER

Congratulations, you received an offer! Before accepting on the spot, write down the specifics of the offer. Ask how much time you have to make a decision. Usually they will give you at least a couple of days. Take time and review the written description that you outlined. How well does this specific job match your abilities, experiences, and interests?

One note of caution: some districts make offers and later assign you to positions. If the district is unable to tell you what position you will have at the time they extend an offer, ask if they can ensure you a particular level (e.g., elementary) or type of position (co-teaching). At this time, you may also ask about any incentives such as signing bonuses, paying for course work, and so on. Although some districts do not offer special incentives, others do.

TO SUM UP

Know the kind of job you really want and systematically search for that job.

Prepare a well-crafted and readable résumé that emphasizes your strengths and abilities.

Prepare for the interview and practice with specific questions.

If you have difficulty with any of the questions, try to review the material in this book before the interview.

Consider your offers carefully, weighing the extent to which the job is a good match for you.

WHAT’S NEXT?

In chapter 2 we will cover some of the things you might expect in your first few years based on what we know about new special education teachers. We will also cover ten actions that you can use to have a great start. In addition, we address how to take advantage of available support systems and resources that will help you in your professional learning.

Notes

1. Mastropieri, M. A. (2001). Is the glass half full or half empty? Challenges encountered by first-year special education teachers. The Journal of Special Education, 35(2), 66–74.

2. Fall, A. M. (2010). Recruiting and retaining highly qualified special education teachers for high poverty districts and schools: Seven recommendations for educational leaders. Journal of Special Education Leadership, 23(2), 76–83.

3. Adapted from Billingsley, B. (2005). Cultivating and keeping committed special education teachers. Thousand Oaks, CA: Corwin Press.

Chapter Two

Great Beginnings

In this chapter you will learn about:

What to expect in the first years as a special education teacher