We draw on mixed methods data regarding working conditions as a lever for beginning special educators’ development. We will explore how working conditions, including formal and informal opportunities for professional learning, were associated with their development of highly effective academic instruction for students taught through a support-facilitation model. Findings indicate that administrative and collegial support, individual and collaborative planning time, and protected instructional time were powerful ways to provide support.
Saturday June 21, 2025 9:00am - 9:50am EDT Live Oak
