This presentation will focus on changes in special education and the initial preparation of special education teachers that have resulted in the need for change in the content and focus of induction programs. New evidence-based practices and programs are becoming well-established, as research plus teacher and administrator experience shape these practices for different contexts. Significant modifications to the Preliminary Education Specialist standards will be presented, as background for understanding current and future beginning teachers’ bases of knowledge and skills. The evolution of Multi-tiered Systems of Support, Social-Emotional Learning, and collaboration and co-planning/co-teaching practices and their place in Individualized Learning Plans will be described, with examples. We will examine how these approaches and practices are aligned with CTC Induction Standards. A study of the needs of beginning special education teachers in induction, as stated by the teachers themselves, will be the second part of this presentation. The variety of concerns as well as the commonalities will promote a constructive discussion among participants. There will be room in the conversation for beginning teachers, experienced teachers, induction mentors, and administrators to contribute and question. The presentation methods will include a welcoming activity, presentation slides with embedded interactive activities, and a facilitated discussion. A handout and QR code for links to relevant resources will be available.
