State-Wide Programming for Supporting New Special Education Teachers: A Rural Perspective

Abstract

Supporting beginning teachers continues to be problematic for education systems across the nation. Issues concerning recruitment and retention have long plagued the profession. The onset of the global pandemic exacerbated these issues, particularly, across rural communities. Researchers continue to advocate for the need to provide beginning teachers with supports such as professional development, mentoring, and consultation to help improve retention and overall school/professional outcomes. The delivery of these supports must go beyond traditional methods of implementation, especially considering the lack of resources that schools encounter. This article is a program description of a regional approach for providing instructional coaching, professional development, and professional learning networks for beginning teachers, with a specific focus on its impact on special educators in rural communities.