Bridges to Success: A Developmental Induction Model for Rural Early Career Special Educators

Abstract This article describes a developmental induction model designed specifically to meet the needs of beginning special educators in rural settings. The Bridges to Success project incorporated activities and resources to support effective orientation, mentoring and professional development components of an induction model. The model was implemented with three cohorts of participants, in two cohorts; not all participating mentees were true beginning special educators. Differential outcomes were found by the amount and types of experience mentees possessed, their proximity to their mentor, and their initial level of competence and confidence. Implications for designing effective induction programs in rural areas are discussed. The low level of adequately prepared staff has been described as "severe and chronic" in the field of special education (American Association for Employment in Education [AAEE], 2005). Historically, 40% of special educators leave the profession before their fifth year of teaching (Coleman, 2000). By the year 2012, the need for special education teacher employment is expected to increase faster than average, creating even greater shortages due to the growing number of special education students, a population at more than six million today (Bureau of Labor Statistics, 2004). This chronic shortage of fully-qualified special education teachers exists in every region of the United States (AAEE, 2005; U.S. Department of Education, 2004). Unfortunately, many rural school systems hardest hit by these shortages are not able to meet their current need for qualified personnel to serve students with special needs (Ludlow, 1994; Ludlow, Conner, & Schechter, 2005). Numerous studies have highlighted the chronic difficulties that rural districts face in recruiting and retaining special education personnel (Brownell, Bishop, Sindelar, 2005; Helge, 1992; National Association of State Directors of Special Education [NASDSE], 1996). Nationally, our rural schools and districts face attrition rates as high as 100% every three years (National Rural Education Association [NREA], 2004; Williams, Martin, & Hess, 2002). Notably, 49% of public schools are classified as rural in the U.S. (National Rural Education Association, 2004). These districts represent a significant and sizable segment within our educational system that merits our attention and concern. Factors Related to Attrition in Rural Areas Factors related to high attrition rates in rural settings include: low salaries; social and cultural isolation; professional isolation; diverse case loads; lack of resources to serve students with low incidence disabilities; lack of preservice training; significant travel requirements; lack of access to professional development; and limited career opportunities (Beeson & Strange, 2000; Coleman, Thompson-Smith, Pruitt & Richards, 1999; Collins, 1999; Helge, 1992; NASDSE, 1996; Ludlow, Conner, & Schechter, 2005; Schwartzbeck & Prince, 2003; U.S. Department of Education, 1995). These factors combine to produce high levels of stress and burnout further fueling the increase in attrition rates (Brownell, Bishop, & Sindelar, 2005; Danielson, 1999; Gold, 1996). Certainly, chronic attrition negatively impacts the quality and continuity of services provided to students with special needs. Confirmation of these factors contributing to high attrition rates in Oregon's rural areas has been established through statewide needs assessments and regional workshops (Schalock, 1999, 2000). Additionally, many newly certified special educators in Oregon lack knowledge of the specific policies and practices of the state. The most recent data available indicate 57% of all newly licensed special educators in Oregon were prepared out-of-state (Oregon University System, 2000). Within the state of Oregon, 37% of all school districts are classified as small/rural, as defined through the U. …