Examining the Impact of Professional Development and Coaching on Mentoring of Novice Special Educators

Abstract

ABSTRACT The similarity of teaching assignments between mentor and novice teachers are typically regarded as necessary prerequisites for successful mentoring relationships. Yet, due to the personnel shortages and specialized teaching assignments in special education, it is not always possible to match novice special educators with veteran special educators. This multiple-baseline across behaviors study investigated specialized professional development and individualized coaching for general education teacher mentors. Outcomes assessed included the intervention’s impact on the mentors’ special education knowledge, mentors’ ability to identify needed components of special education lesson delivery, and novice teachers’ improvements in instructional practice. Results indicated a functional relationship between the intervention and mentor knowledge as well as the ability to identify components of specialized instruction. Most important, novice special educators improved their instructional practices after being mentored by those who received the professional development and specialized coaching.