Supporting and Retaining New Special Education Teachers

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Supporting and Retaining New Special Education
Teachers
COSA Fall Administrator Conference Mark
Schalock Oregon Special Education Recruitment
Retention Project The Teaching Research
Institute, Western Oregon University
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Presentation Objectives

• Challenges and Frustrations Why Special
  Educators Leave
• Personal Rewards Why Special Educators Stay
• Administrative Support
• Other Supports
• Resources

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Focus of Recruitment Retention Study

• How individuals found their current position.
• Factors related to accepting the employment.
• Positive and negative experiences in the
  application, interview and hiring process.
• The incidence and helpfulness of induction
  activities.
• The incidence and helpfulness of initial support
  (transition) activities.
• The incidence and importance of ongoing support
  activities and working conditions.
• Factors associated with leaving previous
  employment.

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Population Studied (Recently hired special
educators)

• Newly licensed special educators prepared in
  Oregon
• Newly licensed special educators prepared outside
  of Oregon
• Experienced Oregon special educators
• Experienced out-of-state special educators
• Experienced professionals new to special education

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Survey Development

• Content of Survey
• Review of research/literature
• Regional workshops
• CPPC, SACSE
• Draft of survey
• Survey pilot tested
• Final review/modifications

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Respondent Demographics Level of Experience
and Origin
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Respondent Demographics Roles
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Respondent Demographics Employing Agencies
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Respondent Demographics Work Settings
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Respondent Demographics Regional Settings
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Why Special Educators Leave
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Factors Related to High Attrition Rates in
Special Education

• Job design
• School climate
• Personal factors

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Factors Related to Attrition Job Design Issues

• Role ambiguity
• Case loads
• Procedural and paperwork demands
• Insufficient time

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Factors Related to Attrition School Climate
Issues

• Insufficient resources
• Inadequate administrative support
• Lack of opportunity to collaborate
• Lack of opportunity for professional development

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Factors Related to Attrition Personal Issues

• Inadequate preparation
• Personal characteristics/situations

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Why Special Educators Leave Greatest
Frustration

• Amount of paperwork
• High/challenging case load
• Lack of resources/funding/budget cuts
• Lack of parental support
• Not enough time for both planning paperwork
• Poor staff relationships/communication
• Managing difficult/multiple IAs
• Lack of cooperation/understanding by RegEd
• Lack of instructional/remedial materials for BMs

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Why Special Educators Leave Specifics

• Reasons for Leaving Previous Job
• Location
• Perception of unsupportive regular education
  administrator
• Finding a similar position with a lower case/work
  load
• Perception of unsupportive special education
  administrator
• Conflicts with co-workers
• Lack (or loss) of resources
• Potential Reasons to Leave Current Job
• Continued loss/lack of resources
• Working conditions
• Family

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Why Special Educators Leave Summary

• Typically no one reason
• Cumulative effects of the conditions of the
  profession
• Stress
• Dissatisfaction with their job
• Loss or lack of commitment
• In combination these things build up and lead to
  the decision to either leave a current position
  or leave the profession all together.

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Why Special Educators Stay
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Why Special Educators Stay Greatest Rewards

• Relationships with staff, co-workers
• Relationship with students
• Making a difference with kids
• Support from SpEd administrators
• Working with parents to impact students
• Working with teachers to impact students
• Learning/CPD opportunities
• Being allowed to be creative

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Why Special Educators Stay Summary

• Many things bring satisfaction to special
  educators
• Making a positive difference with students
• Personal
• Collaborative
• Positive Relationships/Support/Climate
• Co-workers
• Administrative Support
• Professionalism/Challenge

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Administrative Supports
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The Meaning of Administrative Support

• Logistical/Material Support
• Informational Support
• Emotional Support

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Meaning of Administrative Support
Logistical/Material Support

• Providing materials, space and curriculum
  resources
• Providing time for teaching and non-teaching
  duties
• Help with scheduling meetings and paperwork

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Meaning of Administrative Support Informational
Support

• Support (financial, substitute) to attend
  professional development opportunities.
• Opportunities to meet with competent colleagues.
• Access to a mentor either a formal mentor or
  informal mentor.

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Meaning of Administrative Support Emotional
Support

• Showing teachers that they are esteemed, trusted
  professionals
• Establishing a positive school/work climate
  inclusive of Special Educators

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Other Supports
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Prevalence and Helpfulness of Support Activities
Orientation Activities Initial Supports
Ongoing Supports and Working Conditions
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Findings Related to Orientation Activities

• Transitioning into their new job and becoming
  comfortable.
• Formal orientation meetings
• Review of IEP/IFSP procedures
• Being paired with an experienced staff member
• Having role and expectations clearly defined
• Time with supervisor

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Helpful Orientation Activities Overall

• Most helpful activities
• Being paired with an experienced staff member to
  learn the ropes.
• Time with their supervisor to ask questions and
  clarify issues.
• Helping new staff members understand their roles
  and responsibilities.
• Less helpful orientation activities
• Formal orientation meetings.
• Paperwork orientation/training.

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Findings Related to the Provision of Initial
Supports

• Providing emotional and instructional supports in
  the first year
• Regular meetings
• Meetings with supervisors
• Observing other staff
• Formal mentors
• Informal mentors

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Initial Supports Overall

• Most Helpful Initial Supports
• Regular and frequent meetings with job-a-like
  colleagues
• Opportunity to meet with supervisors
• Opportunity to observe others
• Mentoring
• Formal mentors
• Informal mentors

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Findings Related to Ongoing Supports and Working
Environment

• Providing a supportive working environment is
  crucial to retaining special educators.
• Good working relationships with regular educators
  
• Supportive special education administrators
• Knowledgeable (about IDEA) and supporting
  building principals
• Adequate numbers of well prepared
  paraprofessionals

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Implications and Activities
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Special Education Administrator Support Strategies

• Conduct district orientation
• Provide written materials
• Review district special education forms
• Provide information on available materials and
  resources
• Supply information on ordering procedures

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Special Education Administrator Support Strategies

• Introduce key district staff
• Assign mentor
• Provide release time
• Provide networking opportunities
• Maintain ongoing informal and formal contact

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Special Education Administrator Support Strategies

• Clearly delineate teachers responsibilities
• Provide professional development opportunities
• Support participation in professional
  organizations
• Share resources and information targeted to
  beginning teachers
• Supply information on local community

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Building AdministratorSupport Strategies

• Conduct building orientation meeting
• Introduce key building staff
• Define supervisory role and responsibilities
• Assign a building guide
• Provide release time

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Building AdministratorSupport Strategies

• Provide networking opportunities
• Delineate clear responsibilities
• Reduce extracurricular assignments
• Institute communication system
• Provide common prep time

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Mentoring and Professional Development
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Components ofGood Mentor Programs

• Clearly defined selection criteria
• Clearly defined mentor roles and responsibilities
• Mentor training and support
• Time for mentoring
• Compensation or incentives for mentors

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Options for Providing Professional Development
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Outcome Levels
Skill
Awareness
Knowledge
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Awareness-Level Approaches

• Presentations
• Written materials
• Videos

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Knowledge-Level Approaches

• Demonstration/observation
• Independent study
• Problem solving
• Brainstorming

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Components Necessary to Master a Skill

• Theoretical basis
• Demonstration
• Practice and feedback
• Coaching or mentoring

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Skill-Level Approaches

• Coaching
• Follow-up plan
• Journal/self reflective practice
• Self-assessment self-analysis

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Modes for Delivering Instruction

• Self study
• Mentoring partnership
• Organized instruction

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Assessment Process
2. Analyze Evaluate the Information
1. Collect Information
3. Use what you have Learned
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Items to Consider inCollecting Information

• Issues in the field
• District/school mission, vision, goals
• Issues raised from recent monitoring visit or
  outside evaluation
• Assessment of teacher needs
• Unique characteristics of the teachers

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Assessment Process
2. Analyze Evaluate the Information
1. Collect Information
3. Use what you have Learned
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Participant Resources

• Rookie Toolkit Manual
• Self-Guided Needs Assessment
• Survey
• RR Survey CD-ROM

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Web-Based Resources

• Recruitment Retention website
  www.tr.wou.edu/rrp
• TRIM Website www.tr.wou.edu/trim
• Oregon Parent Training and Information Center
  www.orpti.org
• COPSSE website www.copsse.org
• CEC website www.specialedcareers.org/
• NASDSE website www.personnelcenter.org/