High School Special Education Resource Teacher Onboarding Checklist

High School Special Education Resource Teacher Onboarding Process

Are you looking for help setting up a staff orientation process so that when your new High School Special Education Resource 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 High School Special Education Resource Teacher, you’re in the right place. We’ve put together a sample High School Special Education Resource Teacher onboarding checklist below and have created onboarding templates & resources to help.

High School Special Education Resource Teacher Onboarding Checklist

1. Introduction to the school: The new special education resource teacher should be given a comprehensive introduction to the school, including its mission, vision, and values. This task is typically performed by the school principal or a designated administrator.

2. Familiarization with school policies and procedures: The new teacher should be provided with a detailed overview of the school’s policies and procedures, including those related to special education. This task is usually performed by the special education coordinator or a designated staff member.

3. Review of Individualized Education Programs (IEPs): The new teacher should be given access to and provided with an overview of the IEPs of the students they will be working with. This task is typically performed by the special education coordinator or the previous resource teacher.

4. Introduction to the special education team: The new teacher should be introduced to the other members of the special education team, including other resource teachers, paraprofessionals, and related service providers. This task is usually performed by the special education coordinator or a designated staff member.

5. Classroom setup and materials: The new teacher should be given time to set up their classroom and familiarize themselves with the available materials and resources. This task is typically performed by the new teacher themselves, with support from the school custodial staff.

6. Collaboration with general education teachers: The new teacher should be encouraged to meet and collaborate with the general education teachers they will be working with to ensure a smooth transition for students. This task is typically performed by the special education coordinator or a designated staff member.

7. Training on assistive technology and accommodations: The new teacher should receive training on the various assistive technologies and accommodations available to support students with disabilities. This task is typically performed by the special education coordinator or a designated staff member.

8. Introduction to data collection and progress monitoring: The new teacher should be trained on the data collection and progress monitoring systems used in the school to track student progress. This task is typically performed by the special education coordinator or a designated staff member.

9. Professional development opportunities: The new teacher should be informed about professional development opportunities available to them, both within the school and externally, to enhance their skills and knowledge in special education. This task is typically performed by the special education coordinator or a designated staff member.

10. Introduction to community resources: The new teacher should be provided with information about local community resources and organizations that can support students with disabilities and their families. This task is typically performed by the special education coordinator or a designated staff member.

11. Review of emergency procedures: The new teacher should be familiarized with the school’s emergency procedures, including those specific to students with disabilities. This task is typically performed by the school principal or a designated administrator.

12. Introduction to the school’s behavior management system: The new teacher should be trained on the school’s behavior management system and any specific strategies or interventions used to support students with disabilities. This task is typically performed by the special education coordinator or a designated staff member.

13. Introduction to the school’s special education software: The new teacher should be trained on any special education software or systems used by the school for documentation, IEP management, and communication with parents and other team members. This task is typically performed by the special education coordinator or a designated staff member.

14. Orientation to the school’s culture and climate: The new teacher should be provided with an orientation to the school’s culture and climate, including any specific initiatives or programs in place to promote inclusivity and support for students with disabilities. This task is typically performed by the school principal or a designated administrator.

15. Introduction to the school’s support services: The new teacher should be introduced to the various support services available within the school, such as counseling, speech therapy, occupational therapy, and physical therapy. This task is typically performed by the special education coordinator or a designated staff member

Setting Up Your Employee Onboarding Process

From reading through the items in the example High School Special Education Resource Teacher checklist above, you’ll now have an idea of how you can apply best practices to getting your new High School Special Education Resource 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.