Literaturnachweis - Detailanzeige
| Autor/inn/en | Sindelar, Paul T.; Heretick, Jennifer; Hirsch, Eric; Rorrer, Andrea; Dawson, Shirley Ann |
|---|---|
| Titel | What District Administrators Need to Know about State Induction Policy |
| Quelle | In: Journal of Special Education Leadership, 23 (2010) 1, S.5-13 (9 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1525-1810 |
| Schlagwörter | Mentors; Professional Development; Educational Policy; Beginning Teacher Induction; Coaching (Performance); State Regulation; Policy Analysis; Eligibility; Supervisory Training; Supervisor Supervisee Relationship; Accountability; Proximity; Educational Resources; Financial Support; Special Education Teachers; United States |
| Abstract | For the National Center to Improve Policy and Practice in Special Education Professional Development, a group of district administrators recently completed an analysis of state policy on induction and mentoring. State policy is important because it helps districts design and deliver induction programs and supplements local resources that are made available to support beginning teachers and their mentors. When induction policy is linked to state policy on teacher standards, preparation, and certification and licensure, a comprehensive framework for teacher professional development may be established. In this paper, the authors identify the components of policy that promote high-quality mentoring practice, analyze the status of state policies throughout the United States, and consider how state policy influences mentoring programs. (Contains 1 table.) (ERIC). |
| Anmerkungen | Council of Administrators of Special Education. Fort Valley State University, 1005 State University Drive, Fort Valley, GA 31030. Tel: 478-825-7667; Fax: 478-825-7811; Web site: http://www.casecec.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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