Supporting Novice Special Education Teachers Through Quality Professional Development

The special education teaching environment is a teaching environment with unique duties that often challenge novice special education teachers. The purpose of this qualitative case study was to gain clarity of the work environment of special education teachers to uncover professional development practices that would work to support them. Research questions used in this study addressed the work environment and professional learning needs of novice special education teachers. Data collected from indepth, structured interviews with two novice special education teachers were analyzed using open coding. Results indicated that the participants felt underprepared for teaching and required professional development that addressed the duties special education teachers perform in the teaching environment. Especially important was a focus on professional development activities relevant to the technical aspects of special education and teacher efficacy. Implications for positive social change include a change in the school district professional development process to include an emphasis on academic content, collegial support, and the special education discipline. Professional development that encompasses these elements would not only support the professional learning needs of novice special education teachers in the school district, but also help novice special education teachers in the school district develop skills necessary to meet the diverse learning needs of special education students.