The Relationship Between Teacher Self Efficacy And Special Education Referrals In An Elementary Rti Model

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The Relationship Between Teacher Self-efficacy and Special Education Referrals in an Elementary RTI Model

Author : Jenna Mancini Rufo
Publisher :
ISBN 13 :
Total Pages : 146 pages
Book Rating : 4.:/5 (131 download)

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Book Synopsis The Relationship Between Teacher Self-efficacy and Special Education Referrals in an Elementary RTI Model by : Jenna Mancini Rufo

Download or read book The Relationship Between Teacher Self-efficacy and Special Education Referrals in an Elementary RTI Model written by Jenna Mancini Rufo and published by . This book was released on 2016 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods study examined the relationship between teachers' self-efficacy beliefs and their likelihood to refer students for special education eligibility in an elementary Response to Intervention (RTI) problem-solving model in a single district. Twenty-nine general education teachers and 22 special education teachers were surveyed, while three special educators and three general educators were interviewed. Special education teacher self-efficacy beliefs were greater than general educators, finding a statistically significant (p=.045) difference for self-efficacy in instructional strategies. Open-ended survey responses revealed that the majority of teachers found RTI positively impacted their abilities to implement instructional strategies and increase student engagement, but had a lesser effect on their abilities to execute classroom management. On average, teachers in this study estimated they refer 2.1 students per year for potential special education services. The relationship between self-efficacy and special education referrals for general education teachers was not statistically significant in any area. However, moderately strong, inverse relationships were evident for special education teachers in the areas of overall teacher self-efficacy (r=-.452, p=.031*), self-efficacy for instructional strategies (r=-466, p=.025*), and self-efficacy for classroom management (r=-.413, p=.05*).Thus, as special education teacher self-efficacy increased in these areas, special education referrals decreased. Results were statistically significant. This study expanded upon the limited body of research available on the intersecting variables of teacher self-efficacy and special education referrals, particularly within the RTI framework.

Response to Intervention (RtI) Self-efficacy Among Elementary and Middle School General Education Teachers

Author :
Publisher :
ISBN 13 :
Total Pages : pages
Book Rating : 4.:/5 (86 download)

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Book Synopsis Response to Intervention (RtI) Self-efficacy Among Elementary and Middle School General Education Teachers by :

Download or read book Response to Intervention (RtI) Self-efficacy Among Elementary and Middle School General Education Teachers written by and published by . This book was released on 2012 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Response to Intervention (RtI) integrates assessment and intervention within a school-wide, multi-level prevention system to maximize student achievement. RtI requires that educators collect ongoing information about student progress and provide instruction that aligns with that progress. By providing rigorous interventions prior to students failing and by tracking them as they advance through the grades, students can have successful school careers. A majority of RtI research has been conducted in the elementary grades and while research in middle schools and high schools is emerging, few developments in effective implementations have been made. This study was conducted to address the gap in the educational literature concerning middle school implementation of RtI. More specifically, the purpose of this study was to better understand general middle school teachers' perceptions of RtI implementation by comparing middle school teacher perceptions to elementary school teacher perceptions using the mean scores on the five variables (i.e., universal design for learning, evidence-based literacy, collaboration, data driven decision-making, and implementation of interventions) of the Multi-Tiered Instruction Self-Efficacy Survey (MTISES). A causal-comparative design was used for this study. The statistical analysis of data, using the Mann-Whitney test, determined that no significant differences were found for 9 of the 10 pairwise tests calculated. Significances were only found for the implementation of interventions information variable. This significance indicates that middle school teachers have lower self-efficacy than elementary teachers in using print or web-based resources to implement interventions (such as those used in the Tier process) to small groups and individuals. Because teachers' self-efficacy beliefs are related to the effort teachers invest in teaching, the goals they set, and their persistence when things do not go smoothly, teachers would be less likely to use web-based resources to guide their implementation of intervention to small groups and individuals. Future research should include studies focusing on specific issues within the Tier process that middle school teachers find troublesome. While this research showed concern with intervention implementation, a more descriptive study would assist teacher educators and administrators in developing specific guidelines for implementing small group and individualized interventions in the middle school.

Factors that Impact Teachers' Perceptions of the Response to Intervention (RtI) School-wide Reform Initiative

Author :
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (943 download)

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Book Synopsis Factors that Impact Teachers' Perceptions of the Response to Intervention (RtI) School-wide Reform Initiative by :

Download or read book Factors that Impact Teachers' Perceptions of the Response to Intervention (RtI) School-wide Reform Initiative written by and published by . This book was released on 2015 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Over the course of their careers, educators experience constant innovation and school reform (Hargreaves, 2005). Although teachers' perceptions of school-based reform initiatives significantly influence their interest and willingness to implement new practices (Reimers et al., 1987), teachers' perspectives are rarely examined or considered before, during, or after implementation of reform initiatives (Nielsen et al., 2008; Shirley & Hargreaves, 2006). By understanding the connection between teacher variables and their perceptions of reform, schools will be better equipped to address and overcome participation barriers, implement reform with integrity, and enhance the achievement of all students. This study sought to examine the influence of four factors - congruent teaching philosophy, teacher self-efficacy beliefs, amount of teaching experience, and characteristics and evidence-based components of professional development (PD) - on perceptions of the response-to-intervention (RtI) school-wide reform initiative among 209 elementary (Grades 4K-5) general and special education teachers. Study findings indicated that congruent teaching philosophy, general personal efficacy beliefs, personal efficacy beliefs related to RtI, and PD were significantly associated with teachers' perceptions of RtI. Furthermore, the effect of PD on teachers' perceptions of RtI was found to be partially mediated through teachers' personal efficacy beliefs related to RtI. The current study sheds light on the nature of PD currently being offered in schools on RtI and discusses implications for systems change and future research.

Response to Intervention and the Perceived Academic Self-Efficacy of Urban Elementary Students

Author : Nicholas Allen Polko
Publisher :
ISBN 13 :
Total Pages : 262 pages
Book Rating : 4.:/5 (112 download)

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Book Synopsis Response to Intervention and the Perceived Academic Self-Efficacy of Urban Elementary Students by : Nicholas Allen Polko

Download or read book Response to Intervention and the Perceived Academic Self-Efficacy of Urban Elementary Students written by Nicholas Allen Polko and published by . This book was released on 2019 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: Response to Intervention (RtI) is a multi-tiered system of support that provides varying levels of intervention to address academic achievement. This data-driven framework allows educators to categorize students into tiers and identify specific areas of strength and weakness. Yet, the problem the study seeks to address is that educators have a limited understanding of the self-reported academic self-efficacy of students in the varying levels of an RtI model. This mixed methods study investigated the perceptions of elementary-aged students and general education teachers. Through the administration of itemized rating scale survey, student academic self-efficacy perceptions were reported. The researcher also conducted five one-on-one interviews with general education teachers to garner their viewpoints regarding differences, if any, between academics, behaviors, and motivations between students in different RtI tiers. Archival records of RtI student movement data and change scores were also reviewed. An analysis of the survey data revealed that students in Tier III of an RtI framework, have statistically lower levels of academic self-efficacy than their Tier I or Tier II peers. The reports of general education teachers revealed that on average, teachers had lower academic expectations for Tier III students than their Tier I or Tier II peers. A final analysis of the archival records review indicated that mean test change scores for Tier III students were statistically lower than the mean test change scores for Tier I or Tier II students. This research allows elementary educators to gain stronger understanding of the academic self-efficacy perceptions of Tier I, Tier II, and Tier III students within a RtI system. The results of this study suggest that educational leaders must continue to reflect upon current practices and seek innovative ways to target and improve the academic self-efficacy levels of elementary students.

Pyramid Response to Intervention

Author : Austin Buffum
Publisher : Solution Tree Press
ISBN 13 : 1934009903
Total Pages : 286 pages
Book Rating : 4.9/5 (34 download)

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Book Synopsis Pyramid Response to Intervention by : Austin Buffum

Download or read book Pyramid Response to Intervention written by Austin Buffum and published by Solution Tree Press. This book was released on 2009-12-01 with total page 286 pages. Available in PDF, EPUB and Kindle. Book excerpt: Accessible language and compelling stories illustrate how RTI is most effective when built on the Professional Learning Communities at WorkTM process. Written by award-winning educators from successful PLC schools, this book demonstrates how to create three tiers of interventions—from basic to intensive—to address student learning gaps. You will understand what a successful program looks like, and the many reproducible forms and activities will help your team understand how to make RTI work in your school.

Response to Implementation

Author : Babetta Fleming Hemphill
Publisher :
ISBN 13 :
Total Pages : 248 pages
Book Rating : 4.:/5 (112 download)

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Book Synopsis Response to Implementation by : Babetta Fleming Hemphill

Download or read book Response to Implementation written by Babetta Fleming Hemphill and published by . This book was released on 2019 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present multiple case study was conducted at two elementary schools serving kindergarten through fifth grade students in a Texas public school district. This study described the campus level systems to support teachers in their implementation of Response to Intervention (RtI). The purpose of this study was to determine teachers’ perceived self-efficacy in implementing each component of the RtI model and to explore the possible effects it may have on student outcomes. The district installed several structures to ensure the successful implementation of the RtI model: daily dedicated intervention time, elementary intervention meetings, district-wide personnel to support the campus implementation of the RtI model, and clear guidance regarding data collection and use. The teachers who participated in the study indicated that the structures contributed to their perceived self-efficacy about the RtI process and their ability to implement the model successfully. Teachers expressed very high perceived self-efficacy in improving student outcomes through the RtI model. They were knowledgeable about the components of the RtI model and how they should be used to benefit struggling students. Evaluation of teacher interviews revealed that all teachers relied on data to implement the model and determine student needs. One-third of the teachers expressed doubts in the accuracy of the assessments in identifying student needs, yet they did not abandon the process. They credited their participation in data meetings with their fidelity to the RtI model. Teachers identified multiple supports specific to the district that positively affected their perceived self-efficacy. The researcher did not determine how teacher self-efficacy affected student outcomes due to limited findings. The researcher recommended further qualitative research to explore how collective efficacy affects the academic outcomes of students receiving intervention

Urban Elementary Teachers' Reports of Perceived Self-efficacy in Implementing the Data Team Process to Support Students at Risk for Or Identified as Having Reading Difficulties Within the Response to Intervention (RtI) Framework

Download Urban Elementary Teachers' Reports of Perceived Self-efficacy in Implementing the Data Team Process to Support Students at Risk for Or Identified as Having Reading Difficulties Within the Response to Intervention (RtI) Framework PDF Online Free

Author : Stefania Izzo
Publisher :
ISBN 13 : 9781303847202
Total Pages : 358 pages
Book Rating : 4.8/5 (472 download)

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Book Synopsis Urban Elementary Teachers' Reports of Perceived Self-efficacy in Implementing the Data Team Process to Support Students at Risk for Or Identified as Having Reading Difficulties Within the Response to Intervention (RtI) Framework by : Stefania Izzo

Download or read book Urban Elementary Teachers' Reports of Perceived Self-efficacy in Implementing the Data Team Process to Support Students at Risk for Or Identified as Having Reading Difficulties Within the Response to Intervention (RtI) Framework written by Stefania Izzo and published by . This book was released on 2014 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed methods study was to explore and describe urban elementary teachers' reports of perceived self-efficacy in implementing the instructional data team process, within the Response to Intervention (RtI) framework, to support students at risk for or identified as having reading difficulties. This study also explored teachers' perceptions of the information sources (Bandura, 1997) that led to their self-efficacy beliefs. The study was conducted in an urban school district in Connecticut. Teachers from six elementary schools within the district completed the Instructional Data Team Teacher Self-Confidence Scale (Izzo, 2014), a researcher-developed survey. Of the 74 participants who completed the survey, 14 volunteered to participate in the in-person interview. Data analyses revealed that almost two-thirds of urban elementary school teachers in this study consistently reported that they felt confident overall in implementing all five steps of the CSDE's (2010) data team process, while a persistent one-third participants reported they were undecided about their confidence overall in implementing the steps of the data team process. While teachers reported that they felt most confident in implementing the data collection portion of the data team process, they felt least confident in selecting reading interventions targeted to students needs. Lastly, teachers reported that they gained confidence from activities mainly associated with enactive attainment and vicarious experiences.

Professional Development and Teacher Self-efficacy in Supporting Students with Special Needs

Author : Emerald Ochonogor
Publisher :
ISBN 13 :
Total Pages : 128 pages
Book Rating : 4.:/5 (124 download)

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Book Synopsis Professional Development and Teacher Self-efficacy in Supporting Students with Special Needs by : Emerald Ochonogor

Download or read book Professional Development and Teacher Self-efficacy in Supporting Students with Special Needs written by Emerald Ochonogor and published by . This book was released on 2019 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the Inclusive Instruction Program (IIP) action research study was to explore the potential relationship between a new professional development cluster and general education teacher self-efficacy in supporting students with special needs. The IIP was designed to address teacher areas of needs as identified in a prior cycle of action research. During the needs assessment cycle, teachers suggested that they needed help with differentiation, behavior management, collaboration, and progress monitoring. As a result of this information, the IIP study workshops were developed around these topics. The study was grounded in a constructivist framework with aspects of self-efficacy and sensemaking theories being explored. The literature review includes studies centered on professional development for teachers in special education related topics. The IIP study participants included 11 fourth through sixth grade general education teachers. Participants completed a presurvey, attended four workshops over the course of six weeks, and completed a postsurvey. Before each workshop participants wrote journal reflections, and after each of the workshops participants completed feedback forms. Six of the 11 study participants were randomly selected to complete 30-minute individual interviews. The results of the study indicated that providing participants with professional development in special education related topics did increase their self-efficacy. Additionally, study findings revealed that participants made sense of their professional learning with individual reflection and collaboration with peers and administration to further discuss and integrate into their individual practice.

Handbook of Response to Intervention and Multi-Tiered Systems of Support

Author : Paige C. Pullen
Publisher : Routledge
ISBN 13 : 113624249X
Total Pages : 465 pages
Book Rating : 4.1/5 (362 download)

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Book Synopsis Handbook of Response to Intervention and Multi-Tiered Systems of Support by : Paige C. Pullen

Download or read book Handbook of Response to Intervention and Multi-Tiered Systems of Support written by Paige C. Pullen and published by Routledge. This book was released on 2018-10-16 with total page 465 pages. Available in PDF, EPUB and Kindle. Book excerpt: Of the many issues facing special education (and general education) today, it is difficult to imagine one more important or timely than response to intervention (RTI). Almost overnight RTI has become standard practice across the nation. Unfortunately, RTI remains ill-defined, falls far short of its evidence-based practice goal, is almost invariably misused, and often results in more harm than good. Nevertheless, as a conceptual framework RTI has great potential for ensuring that students with disabilities receive appropriate, evidence-based instruction. The mission of this handbook is to present a comprehensive and integrated discussion of response to intervention (RTI) and its relation to multi-tiered systems of support (MTSS) in both special education and general education. Although the two terms are currently used interchangeably, distinct differences exist between them. Therefore, chapters are dedicated to distinguishing the two concepts—RTI and MTSS—and describing each one’s unique role in both general and special education. In addition, the authors recommend a third term, Multi-Tiered Instruction, to differentiate the practices related to the purpose of the specific intervention.

The Promise of Response to Intervention

Author : Todd A. Glover
Publisher : Guilford Press
ISBN 13 : 160623563X
Total Pages : 337 pages
Book Rating : 4.6/5 (62 download)

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Book Synopsis The Promise of Response to Intervention by : Todd A. Glover

Download or read book The Promise of Response to Intervention written by Todd A. Glover and published by Guilford Press. This book was released on 2010-02-25 with total page 337 pages. Available in PDF, EPUB and Kindle. Book excerpt: As response to intervention (RTI) is adopted by increasing numbers of schools and districts, knowledge about "what works" continues to grow. This much-needed book analyzes the key components of RTI service delivery and identifies the characteristics of successful implementation. Critically reviewing the available research, leading authorities describe best practices in multi-tier intervention, assessment, and data-based decision making. Clear-cut recommendations are provided for implementing evidence-based interventions to support students' needs in reading, writing, math, and behavior. A state-of-the-art resource for K–12 practitioners and administrators, the book also will fill a unique niche in graduate-level courses.

Elementary Teachers' Perspectives of the Implementation of Response to Intervention and Special Education Rates

Author : Susan D. Dupuis
Publisher :
ISBN 13 :
Total Pages : 346 pages
Book Rating : 4.:/5 (789 download)

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Book Synopsis Elementary Teachers' Perspectives of the Implementation of Response to Intervention and Special Education Rates by : Susan D. Dupuis

Download or read book Elementary Teachers' Perspectives of the Implementation of Response to Intervention and Special Education Rates written by Susan D. Dupuis and published by . This book was released on 2010 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt: Response to Intervention (RTI) employs a multi-tiered approach to providing targeted interventions for students who are at risk for school failure. With the reauthorization of the Individual with Disabilities Act (IDEA) 2004 and No Child Left Behind (NCLB) 2001 districts are given the option to implement RTI prior to student referral for special education (Prasse, 2006). The implementation of RTI requires schools to shift current educational paradigms of how services are delivered to students. The purpose of this study was to investigate the following research questions: What are the special education rates over time for the FY 08, 09, and 10 for the elementary schools N = 3 that have implemented RTI? What are elementary teachers' perceptions of RTI with respect to the following dimensions: Administrative Support, Resources, Level of Implementation, and Student Performance? How are elementary teacher perceptions of their involvement in the RTI process associated with their classroom instructional practices? A two-phase mixed method design was used to gather perceptions from a census population of teachers N = 122 from N = 3 elementary schools. The study employed the framework of Stufflebeam's (2007) CIPP evaluation model. The quantitative research used descriptive statistics to report the elementary school N = 3 special education rates from 2008 through 2010. A survey questionnaire was employed to elicit teacher perceptions relative to the implementation of RTI. The qualitative research involved focus groups to gain a deeper understanding of the survey responses and changes in instructional practices. Data analysis involved the use of descriptive statistics and ANOVA for the quantitative analysis. The coding of qualitative data generated themes that resulted in a thick narrative. Historically, the separation between general and special education has been well documented (Weishaar, Weishaar, & Budt, 2002). RTI offers the opportunity for a seamless continuum of services focusing on improving outcomes for all students (VanDerHeyden, Witt, & Barnett, 2005). Findings of the study suggest when administrative support and resources are provided to teachers when implementing RTI there is a direct correlation to a decrease (2.5%) in special education rates, a change in instructional practices, and an increase in student performance.

Implementation of Response to Intervention

Author : Gail Inouye Bruce
Publisher :
ISBN 13 :
Total Pages : 188 pages
Book Rating : 4.:/5 (699 download)

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Book Synopsis Implementation of Response to Intervention by : Gail Inouye Bruce

Download or read book Implementation of Response to Intervention written by Gail Inouye Bruce and published by . This book was released on 2009 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt:

A Comprehensive RTI Model

Author : Cara Shores
Publisher : Corwin Press
ISBN 13 : 1452210381
Total Pages : 185 pages
Book Rating : 4.4/5 (522 download)

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Book Synopsis A Comprehensive RTI Model by : Cara Shores

Download or read book A Comprehensive RTI Model written by Cara Shores and published by Corwin Press. This book was released on 2009-03-02 with total page 185 pages. Available in PDF, EPUB and Kindle. Book excerpt: Featuring interactive exercises and user-friendly tools, this research-based guide helps educators leverage resources and build teams to improve student behavior and academic achievement schoolwide.

Teaching Self-efficacy of General and Special Education Preservice Teachers

Author : Carrie Anna Courtad
Publisher :
ISBN 13 :
Total Pages : 268 pages
Book Rating : 4.3/5 (129 download)

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Book Synopsis Teaching Self-efficacy of General and Special Education Preservice Teachers by : Carrie Anna Courtad

Download or read book Teaching Self-efficacy of General and Special Education Preservice Teachers written by Carrie Anna Courtad and published by . This book was released on 2009 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt:

RTI Approach to Evaluating Learning Disabilities

Author : Joseph F. Kovaleski
Publisher : Guilford Publications
ISBN 13 : 1462550444
Total Pages : 290 pages
Book Rating : 4.4/5 (625 download)

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Book Synopsis RTI Approach to Evaluating Learning Disabilities by : Joseph F. Kovaleski

Download or read book RTI Approach to Evaluating Learning Disabilities written by Joseph F. Kovaleski and published by Guilford Publications. This book was released on 2022-11-11 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt: From leading authorities, this indispensable work is now in a revised and expanded second edition, presenting state-of-the-art tools and procedures for practitioners. The book shows how to use response to intervention (RTI) to evaluate K–12 students for specific learning disabilities (SLD). The second edition gives increased attention to optimizing the instructional environment in the context of a multi-tiered system of supports (MTSS). Procedures are described for screening at-risk students; using RTI to intensify instruction in reading, writing, and math; identifying SLD; determining eligibility for special education; and planning individualized education programs. Case examples and pointers for practice are woven throughout. In a convenient large-size format, the book includes reproducible tools that can be downloaded and printed for repeated use. New to This Edition *Incorporates contemporary perspectives on SLD, upgraded procedures for implementing an MTSS, new approaches to measuring RTI, and enhancements in using classroom observations. *Chapter on best practices in academic screening, including important dos and don'ts. *Separate chapters on using RTI for reading, written expression, and mathematics. *Chapter on RTI and special education law, focusing on what practitioners need to know. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.

RTI Toolkit

Author : Jim Wright
Publisher : National Professional Resources Inc./Dude Publishing
ISBN 13 : 9781934032053
Total Pages : 266 pages
Book Rating : 4.0/5 (32 download)

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Book Synopsis RTI Toolkit by : Jim Wright

Download or read book RTI Toolkit written by Jim Wright and published by National Professional Resources Inc./Dude Publishing. This book was released on 2007 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book will provide school administrators and teachers with the essential techniques, resources, and guidelines to start a comprehensive “Response To Intervention” process in their own schools. The reader will learn how to: · Help stakeholders “buy-in” to the RTI process · Inventory and organize intervention resources · Create research-based and classroom-friendly student intervention plans · Set objective goals for student improvement · Apply decision rules to determine when a student who fails to respond to intervention should be referred

Addressing Novice Teacher Retention in Special Education

Author : Susan Marie Potts-Datema
Publisher :
ISBN 13 :
Total Pages : 292 pages
Book Rating : 4.:/5 (111 download)

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Book Synopsis Addressing Novice Teacher Retention in Special Education by : Susan Marie Potts-Datema

Download or read book Addressing Novice Teacher Retention in Special Education written by Susan Marie Potts-Datema and published by . This book was released on 2019 with total page 292 pages. Available in PDF, EPUB and Kindle. Book excerpt: Special education teachers leave the field at rates higher than other teachers, with the highest rates demonstrated by beginning special education teachers (Boe, Cook & Sunderland, 2008; Jones, Youngs, & Frank, 2013; White & Mason, 2006). This high turnover rate requires school systems to invest significant amounts of time, energy, and resources into the continual retraining of special education teachers (Thornton et al., 2007). Increasing novice special education teacher self-efficacy may be one way of improving teacher performance, resilience, and willingness to remain in the field (Ruble, Usher & McGrew, 2011). This mixed-method action research study examined the influence an induction and mentoring program may have on self-efficacy levels of novice special education teachers, which may, in turn, led to higher rates of desired special education teacher retention. The action research team also explored components of mentor support and training that may influence the development of increased teacher self-efficacy in novice special education teachers. Findings indicated that special education mentor teachers provide a significant amount of support to new special education teachers, including modeling instruction, observing instruction and providing immediate feedback, supporting the implementation of effective instructional strategies, supporting behavior management, and offering encouragement and moral support. As a result of this mentoring support, new special education teachers adjust their classroom practices in the areas of providing instruction, behavior management, teaching district standards, and reflection. While mentoring provides benefits to new special education teachers, many new special education teachers continue to feel overwhelmed. Special education mentor teachers highly valued ongoing face-to-face training that targeted effective mentoring skills, best instructional practices for students with disabilities, and included dedicated time to collaborate with other special education mentors. Special education mentors require ongoing support to continue successfully navigating the challenges of being a special educator as they support new teachers, especially in the areas of managing job demands, role confusion, and navigating relationships with general education colleagues.