Elementary School Inclusion Teacher Onboarding Checklist

Elementary School Inclusion Teacher Onboarding Process

Are you looking for help setting up a staff orientation process so that when your new Elementary School Inclusion Teacher starts their role, they can learn about their responsibilities and your company as quickly as possible? Whether you’re keen to use buddy onboarding, want to automate your Education onboarding experience or just need an onboarding checklist for your new Elementary School Inclusion Teacher, you’re in the right place. We’ve put together a sample Elementary School Inclusion Teacher onboarding checklist below and have created onboarding templates & resources to help.

Elementary School Inclusion Teacher Onboarding Checklist

1. Introduction to the school: The school administration should provide a comprehensive introduction to the school, including its mission, values, and policies. This task is typically performed by the principal or a designated staff member.

2. Familiarization with the curriculum: The inclusion teacher should receive an overview of the curriculum used in the school, including any modifications or accommodations made for students with special needs. This task is usually performed by the curriculum coordinator or the special education department.

3. Classroom setup and resources: The inclusion teacher should be provided with a tour of their classroom and shown where to find necessary resources such as textbooks, teaching materials, and assistive technology. The school’s custodial staff or a designated teacher mentor can assist with this task.

4. Introduction to colleagues: The inclusion teacher should be introduced to their colleagues, including other teachers, support staff, and administrators. This task is typically performed by the school principal or a designated staff member.

5. Collaboration with general education teachers: The inclusion teacher should meet with general education teachers to discuss the students they will be working with and establish a collaborative relationship. This task is usually performed by the inclusion teacher and the general education teacher(s) involved.

6. Review of student IEPs: The inclusion teacher should review the Individualized Education Programs (IEPs) of the students they will be working with to understand their specific needs and accommodations. This task is typically performed by the special education department or the inclusion teacher themselves.

7. Training on assistive technology: The inclusion teacher should receive training on any assistive technology devices or software used in the school to support students with special needs. This task is usually performed by the school’s technology coordinator or a designated staff member.

8. Professional development opportunities: The inclusion teacher should be informed about professional development opportunities related to special education and inclusion practices. This task is typically performed by the school’s professional development coordinator or the special education department.

9. Introduction to support staff: The inclusion teacher should be introduced to support staff such as paraprofessionals, speech therapists, occupational therapists, and school psychologists who may be involved in supporting students with special needs. This task is typically performed by the special education department or the inclusion teacher themselves.

10. Familiarization with behavior management strategies: The inclusion teacher should receive training on behavior management strategies and techniques that are effective for students with special needs. This task is usually performed by the special education department or a designated staff member.

11. Access to student records: The inclusion teacher should be granted access to student records, including academic and behavioral history, to better understand the needs of their students. This task is typically performed by the school’s registrar or the special education department.

12. Introduction to parent communication protocols: The inclusion teacher should be informed about the school’s protocols for communicating with parents of students with special needs, including regular progress updates and parent-teacher conferences. This task is typically performed by the school’s administration or the special education department.

13. Observation of inclusion classrooms: The inclusion teacher should have the opportunity to observe experienced inclusion teachers in action to gain insights into effective instructional strategies and classroom management techniques. This task is typically arranged by the inclusion teacher and the school’s administration.

14. Review of school policies and procedures: The inclusion teacher should receive a thorough review of the school’s policies and procedures, including emergency protocols, student discipline policies, and reporting procedures. This task is typically performed by the school’s administration or a designated staff member.

15. Introduction to community resources: The inclusion teacher should be provided with information about local community resources and support services available to students with special needs and their families. This task is typically performed by the special education department or a designated staff member

Setting Up Your Employee Onboarding Process

From reading through the items in the example Elementary School Inclusion Teacher checklist above, you’ll now have an idea of how you can apply best practices to getting your new Elementary School Inclusion Teacher up to speed and working well in your Education team. Scroll up to see the link to our onboarding templates & resources or get in touch to discuss getting help setting up your systems and processes in this area.