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Mentorship of Special Educators by Jennifer C. Booker Madigan, Georganne S. Schroth-Cavataio


Mentorship of Special Educators by Jennifer C. Booker Madigan, Georganne S. Schroth-Cavataio

Attrition rates for special educators are exceptionally high ; approximately 13% leave the profession annually. New teachers frequently exit after only one or two years in the classroom. Quality teacher mentoring programs provide one effective remedy to this chronic problem. However, there is recent evidence that many new special educators don't have access to appropriate mentoring opportunities. The study, published in the January edition of Education Policy Analysis Archives, found that:even within a state that requires mentoring for all new teachers, only 64.4 percent of special education teachers reported access to a mentor, compared with 85.6 percent of general education teachers. The quality and length of the mentoring relationships that were available differed from district to district for both general and special education teachers, and did not always meet state requirements (reported by Sarah Sparks in Education Week Online, January 6th, 2011)The proposed title addresses this problem head-on. It is designed to serve as a practical and ready to use handbook for professionals who provide support and mentorship to special education teachers with a unique emphasis on working with culturally and linguistically diverse students. The authors provide in-depth coverage of the fundamentals of mentoring, mentor support for core responsibilities of special educators such as planning and conducting IEP meetings, as well as how mentors help special education teachers assume emerging responsibilities in today's inclusive schools, e.g., implementing RTI and Positive Behavior Support Plans. Reproducible tools and templates are provided for use by mentors and mentees.


Most of the low performing schools and districts I work with serve large percentages of English language learners and special needs students. It is imperative that highly qualified special education and mainstream teachers work collaboratively to build success for their students. Mentorship of Special Educators is a wonderful tool. In particular, the chapters on Collaboration With Paraprofessionals and Collaboration with Professionals are very important. The activities and case studies throughout all chapters are excellent. -- Marty Krovetz, Director of LEAD Mentoring and supporting beginning educators is crucial to accelerate the professional development of those newest to our profession. Teaching is hard work and we must rely on the expertise and wisdom of those who do it well! This book will jump start those conversations necessary to link improved professional practice with positive student outcomes. -- Kim Wachtelhausen, Teacher Education and Mentoring (TEAM) Program Developer As mentors, we are called to build accomplished teachers, not just keep the teachers we have. Mentorship of Special Educators provides mentors the the tools and strategies needed to be more than a buddy to beginning teachers and to help build accomplished special educators along the way. -- Ann Marie Taylor, Special Education Mentoring Coordinator Mentorship of Special Educators allows the mentor another lens for helping the novice develop the critical skills for cultural responsiveness that all teachers must address within their classrooms. -- Victoria Duff, Teacher Quality Coordinator

About the Author

Jennifer Madigan Ed.D.- is an Associate Professor in the College of Education, Department of Special Education at San Jose State University. Prior to her position in the College of Education, Dr. Madigan taught for thirteen years throughout the greater San Francisco Bay Area Bay Area, in a range of Kindergarten through 12th grade special and general education settings. As an educator, she had the opportunity to serve students and families from culturally and linguistically diverse backgrounds in a variety of urban and suburban schools. Dr. Madigan's work in schools includes the inclusion of children with special needs in general education settings, and more recently, research on the effects of single-gender special education for female students identified as learning disabled. She has presented this research at state, national, and international conferences. Additionally, Dr. Madigan has received federal and private funding for her work related to gender issues in special education. She has published articles in the journals Multiple Voices, Advances in Gender and Education, The National Journal of Urban Education and Practice, and E-Journal for Teaching and Learning in Diverse Settings. Georganne Schroth-Cavataio is currently teaching in the position of Special Education Teacher (Resource Specialist) at an elementary school in Santa Cruz County, CA

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Book Info

Publication date

19th January 2012


Jennifer C. Booker Madigan, Georganne S. Schroth-Cavataio

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Corwin Press Inc an imprint of SAGE Publications Inc


192 pages


Teaching of specific groups & persons with special educational needs
Organization & management of education



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