The purpose of this paper is to provide a comprehensive review of what is known about teacher induction in special education and to outline recommendations for the design of induction programs and further research. (NCIPP is a project of the University of Florida, with funding from the Office of Special Education Programs, U.S. Department of Education.)

This paper reviews extant literature on how partnerships between local education agencies and institutions of higher education  influence the development of high-quality teachers, particularly special education teachers.  It also examines the characteristics that define successful LEA/IHE partnerships and the contextual factors that allow these efforts to develop and be sustained. (NCIPP is a project of the University of Florida, with funding from the Office of Special Education Programs, U.S. Department of Education.)

This paper identifies the components of policy that promote high-quality mentoring practice. It reviews and analyzes policies, rules, and regulations regarding beginning teacher mentoring with a focus on special education. The conceptual framework includes policies at the federal, State, and local levels.  The authors state that district policy may have the most impact on the nature and quality of mentoring. (NCIPP is a project of the University of Florida, with funding from the Office of Special Education Programs, U.S. Department of Education.)

The purpose of this literature review is to explore the role of professional collaboration within the school context as a means of improving the quality and retention of beginning special education teachers.  The guiding questions are (a) If the school is viewed as the major context within which induction takes place, what  aspects of the school as a community need to be taken into consideration when building strong induction policies and practices for special education teachers?; and (b) What is the relationship between capacity building for induction at the school level through a variety of collaborative practices that treat special education teachers as fully participating members ...