Implications and Recommendations for Induction Programmes 127

It   is   crucial   that   teacher   induction   and   mentoring   programs   effectively   support   beginning  teachers  as  they  make  the  transition  from  their  education  programs  to  the   classroom  (Ramsey,  2000).  These  programs  also  need  to  aim  to  reduce  the  number  of   beginning   teachers   leaving   the   profession   and   support   those   that   struggle   with   the   responsibilities  of  teaching  a  diverse  range  of  students.  Providing  beginning  teachers   with   numerous   opportunities   for   support,   guidance,   and   feedback   during   their   first   years   appears   to   be   an   important   aspect   of   their   early   development   as   professional   teachers  and  a  key  to  ensuring  the  positive  attitudes  required  for  inclusion  of  students   with   special   educational   needs   to   be   successful.   The   challenges   of   teaching   require   ongoing  professional  learning  opportunities;  however  beginning  teachers  often  do  not  

have  sufficient  access  to  professional  development  related  to  teaching  students  with   special   educational   needs,   especially   when   they   are   placed   in   rural   or   remote   locations.   Placements   of   beginning   teachers   in   rural   and   isolated   areas   without   adequate  support  and  education  may  contribute  to  their  stress  and  anxiety  levels  and   lead   to   negative   attitudes   and   the   possibility   of   failure   for   both   the   teacher   and   student   with   special   educational   needs.   Teachers   who   have   ample   opportunities   to   develop  and  improve  their  skills  are  less  likely  to  feel  isolated  and  overwhelmed  and   see   themselves   as   more   capable   of   supporting   student   learning   (Brownell   &   Smith,   1993).  The  investigation  identified  that  beginning  teachers  feel  insufficiently  equipped   to  meet  the  needs  of  their  students  and  are  not  given  enough  opportunities  to  learn   ways  to  meet  those  needs.  

1.  Planning  Should  be  Based  on  Teacher  Concerns  

The   reality   in   schools   in   Western   Australia   is   that   inclusion   of   students   with   special   educational   needs   is   now   more   common   and   beginning   teachers   will   be   required   to   teach   these   students   in   mainstream   classrooms.   To   effectively   cater   for   these   students,  remain  confident  in  their  abilities  and  positive  towards  students  with  special   educational  needs,  beginning  teachers  will  need  to  be  able  to  discuss  their  needs  and   concerns.   In   order   to   provide   the   best   possible   support   during   the   first   year   of   teaching,  beginning  teachers’  concerns  and  apprehensions  should  be  well  understood   by   principals,   mentors,   teacher   educators,   and   those   responsible   for   induction   programmes.   Newly   graduated   teachers   need   responsive   structured   support   and   guidance   during   their   initial   years   in   the   profession   especially   when   catering   for   an  

inclusive  classroom  with  the  diversity  now  seen  in  mainstream  classrooms  (Booth,  Nes   &   Stromstad,   2003).   By   identifying   the   concerns   of   beginning   teachers,   there   is   the   opportunity   to   provide   these   teachers   with   the   support   they   need   to   be   successful,   confident  and  positive  teachers  of  students  with  special  educational  needs.  

2.  Ensure  the  Support  is  Prompt  and  Timely  

It   is   imperative   that   newly   graduated   teachers   are   given   support   during   the   initial   weeks   of   their   professional   career   in   order   to   establish   a   positive   and   supportive   atmosphere   and   enable   them   to   develop   confidence   in   their   skills   and   abilities.   Beginning   teachers   should   be   able   to   find   assistance   and   encouragement   from   a   variety   of   sources   during   the   early   weeks   of   their   career   and   even   before   they   start   teaching  their  first  class  and  this  support  should  be  readily  available.  Some  beginning   teachers  may  also  find  they  have  a  student  with  special  educational  needs  in  their  first   class   and   this   may   be   the   first   time   they   have   had   the   opportunity   to   teach   these   students.  This  may  be  quite  concerning  and  stressful  for  beginning  teachers  and  they   may  lose  confidence  in  their  ability  to  support  these  students  effectively  (Avramidis,   Bayliss  &  Burden,  2000a).    

Schools  can  take  measures  to  provide  information  about  the  individual  students  and   their  abilities  as  well  as  the  opportunity  for  the  beginning  teacher  to  collaborate  with   previous   teachers   and   administration   before   working   with   the   student.   This   collaboration   can   help   to   alleviate   some   of   these   concerns   and   support   the   development  of  an  effective  teaching  program  for  the  student  with  special  educational   needs  as  well  as  the  rest  of  the  class.  There  should  be  opportunities  for  the  mentor  

teachers   and   peers   to   be   available   to   support   the   beginning   teacher   and   ease   the   transition  of  entry  into  teaching,  and  others  in  the  whole  school  community  must  be   ready   and   willing   to   intervene   to   provide   support   when   appropriate,   without   necessarily  waiting  to  be  asked.    

3.  Beginning  Teachers  Need  On-­‐going  Support  

The   participants   of   the   research   discussed   professional   concerns   such   as   classroom   management,  instructional  strategies,  and  their  roles  and  responsibilities  as  some  of   the   reasons   for   their   lack   of   confidence   to   teach   students   with   special   educational   needs.   These   reservations   are   usually   given   first   priority   in   induction   assistance   programs   and   professional   learning   opportunities   are   directed   towards   these   concerns.  The  personal  concerns  of  beginning  teachers  including  a  lack  of  confidence,   difficulties  managing  relationships,  coping  with  reality  shock  and  balancing  home  and   school  demands  are  also  important  aspects  to  consider  especially  when  students  with   special  educational  needs  are  involved.    When  beginning  teachers  are  faced  with  the   demands  of  teaching  inclusively  and  feel  overwhelmed  with  these  demands,  they  may   become  discouraged  and  their  attitude  towards  these  students  may  change.      

The  participants  of  the  study  also  identified  the  need  to  have  access  to  professional   development   courses   relating   to   the   teaching   of   students   with   special   educational   needs   as   equally   important   aspects   of   their   induction.   Beginning   teachers   will   need   help  and  support  to  identify  and  access  the  most  useful  and  productive  professional   learning   opportunities   available   to   help   them   effectively   teach   students   with   special   educational  needs.  Those  responsible  for  the  development  of  induction  programmes  

should  consider  implementing  an  individually  guided  beginning  teacher  development   model  to  guide  the  design  of  programmes  for  the  professional  learning  of  beginning   teachers   especially   when   they   are   working   with   students   with   special   educational   needs   (Bishop   &   Jones,   2002;   Campbell,   Gilmore   &   Cuskelly,   2003).   The   beginning   teacher   is   ultimately   the   best   person   to   judge   their   own   needs   and   initiate   the   direction   they   feel   would   provide   the   most   effective   learning   opportunities   for   their   context.