In light of recent sociological events and the COVID-19 pandemic, education has undergone an incredible change in both policy and delivery. As a result, many educators have sought different career paths. It is essential to maintain a concentrated effort to retain educators; however, recruiting teachers into the profession is only one area of focus; there must be intentional support for teacher development along the educator continuum in order to sustain the profession through institutional struggles.

The Handbook of Research on the Educator Continuum and Development of Teachers expands on the body of research related to the educator continuum with a holistic view of teacher development. This book combines theory, concepts, and research studies that pinpoint facets of the educator continuum, providing researchers with scholarly contributions that advance the profession. Covering topics such as instructional coaching, special educator career development, and teacher retention, this major reference work is a valuable resource for educational faculty and administration, teacher colleges, educators of K-12 and higher education, pre-service teachers, government officials, teacher education administrators, libraries, researchers, and academicians.

Coverage:

The many academic areas covered in this publication include, but are not limited to:

Collaborative Support Model
Equity-Focused Change Agents
Instructional Coaching
International Partnerships
Mentoring and Evaluation
Special Educator Career Development
STEM Pedagogical Content
Support System Development
Teacher Expertise Development
Teacher Retention
Teacher Self-Efficacy

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Editor/Author Biographies

Bryan S. Zugelder is Associate Professor and Associate Dean for Academic Affairs & Partnerships in the College of Education at James Madison University. Zugelder is the Program Director for the Master of Education and Graduate Certificate programs in Teacher Leadership. Prior to joining James Madison University in 2019, he was Assistant Professor of Elementary Education and Middle Grades Education and Teacher Leadership faculty at East Carolina University. Zugelder has provided leadership for statewide efforts on teacher development, teacher induction, and teacher education. He served as Director of Teacher Preparation and Development at the University of North Carolina System, Executive Director of Undergraduate Affairs & Partnerships and Director of Clinical Experiences at the University of Central Florida, and provided state-level coaching to principals and literacy coaches in schools with Reading First federal funding. Zugelder also worked as elementary mathematics project manager at the Florida Department of Education. He began his education career teaching elementary grades in Seminole County Public Schools and Leon County Schools in Florida. Zugelder has published and received grant funding in the areas of teacher preparation, teacher induction, and teacher leadership.

Mark L’Esperance is professor of education and dean of James Madison University’s College of Education since July 1, 2019. The College currently has more than 300 full and part time faculty and staff, 3,000 students in teacher licensure programs, and over 30 initial licensure programs. In addition to teacher preparation, the College also houses 200 cadets in Army Reserve Officer Training Corps, and graduate programs spanning 12 areas including Human Resource Development, Educational Leadership, Educational Technology, and TESOL. L’Esperance previously was professor and chair of the Department of Elementary Education and Middle Grades Education at East Carolina University, where he was also the lead faculty administrator for the East Carolina University Community School. L’Esperance joined the faculty at ECU in 1998 and has presented and published extensively at the state, national and international levels. L’Esperance has worked with public-school systems in coaching hundreds of administrators related to strategic planning and instructional leadership. L’Esperance’s graduate studies included doctoral work at Indiana University and earning a Ph.D. in 1998 from the University of North Carolina-Greensboro. He is a native of Lynn, Massachusetts.

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