Mentorship of Special Educators

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 and is an instructor for Project IMPACT with Santa Cruz County Office of Education, Teacher Development. She mentored both special education and general education beginning teachers in grades K-12 for two years throughout Santa Cruz County while working as a full time released advisor/support provider for the Santa Cruz/Silicon Valley New Teacher Project. A veteran teacher of 25 years, Ms. Cavataio's educational background includes a Masters degree in Education from San Jose State University (SJSU) with an emphasis on cross-cultural literacy for an equitable society. Additionally, her educational credentials include: Education Specialist, Reading Specialist, and Multiple Subjects. Ms. Cavataio also has a BS degree from SJSU in Therapeutic Recreation with a concentration on serving individuals with physical and behavioral disabilities. Within these many educational capacities, Ms. Cavataio has had opportunities to work with diverse populations ranging in ages from preschool through adult. She has published with the education journal Academic Exchange Quarterly.

Preface Acknowledgments About the Authors 1. Mentorship of Today's Special Educators 2. Mentor and Teacher Relationship 3. Beginning of School, Scheduling, and Planning Individualized Education Programs: Developing Systems 4. Supporting Student Learning 5. Response to Intervention and Positive Behavior Support 6. Culturally Competent Assessment 7. Transition 8. Collaboration With Paraprofessionals by Joy Kutaka Kennedy 9. Collaboration With Professionals 10. Communication With Parents by Terry Halterman Jr. and Jennifer Madigan Conclusion Resource A. Professional Development Case Studies for Mentors by Christine Hagie Resource B. Teacher Retention and Peer Mentoring: A Model for Success by Christine Hagie Resource C. Chapter Tool Kits Index

"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 "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 "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 "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