An Induction Program for Special Education Teachers

Overview & Synopsis

Regardless of the quality of their preservice preparation programs, new teachers often leave the teaching profession; special education teachers are almost twice as likely to leave as general education teachers and more likely to leave within the first five years of employment (Claycomb, 2000; Crutchfield, 1997). Induction programs typically provide an array of supports to facilitate the transition into teaching (White & Mason, 2003). Teachers who participate in induction programs are more committed and satisfied with their jobs and more likely to remain in the profession (Whitaker, 2000). However, induction programs often do not focus on the unique responsibilities and challenges of special education teachers (Boyer & Gillespie, 2000).