A Best Practices Model for Preparation of Rural Special Education Teachers

Abstract

This district-university partnership program is meeting the personnel needs of a 17-district region in the California desert where over 40% of their special education teachers had been employed without appropriate credentials. The program was designed to respond to the geographic and population (68% Hispanic) demographics of the region. Utilizing an alternative credential option (the Internship Credential), courses, extensive practica support, assistance and supervision, and continuing professional development opportunities were provided for teachers in this rural desert region. Preliminary results indicate that 70 teachers completed their Specialist Credential, and the retention rate of these professionals has been approximately 85%. It has been indicated, too, that coaches who provide extensive mentoring of Intern teachers during their two years of working toward full certification have favorable views of the program.