University and District Collaborative Support for Beginning Special Education Intern Teachers

Abstract

Traditional university teacher education programs include theory and coursework, culminating with the program practicum. The California intern program is an on-the-job teacher education program for beginning teachers. Aspects of varying intern models are discussed and key support elements are recommended. The case studies in this article highlight three problem scenarios and briefly explain how three intern teaches received support in the intern model. These cases focus around three themes: instructional practices, classroom management, and core curriculum modifications. The support received is a team effort, including both the district and university. To gain an understanding of the experiences and perceptions of the support received during their first year of teaching, in-depth interviews were conducted with three intern teachers of students with mild disabilities. Research-based guidelines are provided These scenarios are shared to emphasize the importance of induction support for teachers in training. University and district support personnel have specific areas of expertise that can be tapped for support. If this support is pooled and coordinated, all parties involved in the program benefit.