1. SUPPORT FOR NEW SPECIAL EDUCATION TEACHERS

2. PROBLEM OF ATTRITION

3. ATTRITION AMONG SPECIAL EDUCATION TEACHERS
Approximately 43% leave within first five years in the profession
Attrition rate runs between eight percent and ten percent annually
Yearly shortage for special education teachers is estimated at 29,000

4. COSTS ASSOCIATED WITH HIGH RATES OF ATTRITION

5. SOME OF THE COSTS ASSOCIATED WITH ATTRITION
Because of the shortage of special education teachers, the recruiting process is costly and difficult
Schools lose their investment in professional development
Most special education replacement teachers are beginning teachers
Schools with too many new teachers often experience more problems with discipline and experience lower academic performance

6. MORE COSTS
Schools in low-income areas tend to have more inexperienced teachers
Inexperienced teachers without the developed skills required frequently land in classrooms with the most needy and the greatest challenges
Beginning teachers frequently start their careers at hard-to-staff schools where resources are frequently scarce because of the number of available jobs and frequent turn over

7. WHAT ARE SOME POSSIBLE REASONS FOR HIGH ATTRITION
WHAT ARE SOME POSSIBLE REASONS FOR HIGH ATTRITION? LET’S LOOK AT CONCERNS EXPRESSED BY NEW SPECIAL EDUCATION TEACHERS

8. Teaching Concerns–
Examples: applying skills learned to real classroom issues, assessing levels of student performance and evaluating their progress, evaluating individual needs, meeting student behavior needs, not having expected expertise about curriculum that spans several grade levels and subjects, managing large case loads.

9. Collaboration Concerns–
Examples: lack of time for or problems collaborating with general educators, belief that general educators will welcome collaborative relationships, difficulties working with paraprofessionals, challenges with parents.

10. Organization and Management Concerns—
Examples: management of varied work tasks, conflicting demands, paperwork stress, establishment of routines and organizing work responsibilities, local policies and procedures, procedure for ordering supplies and accessing available resources

11. Support Concerns—
Examples: overestimation of ability to cope with demands placed upon them, belief that they can accomplish their classroom goals for each child, isolation from other special educators, lack of support from general educators, lack of curriculum materials, come with idealistic expectations and experience reality shock, lack full certification, work with difficult parents, tremendous stress, lack of support staff help, unmet need to continue learning.

12. Legal Issues—
Examples: compliance requirements, confidentiality requirements, completion of IEPs.

13. IF WE BELIEVE RETENTION WILL MAKE A DIFFERENCE TO OUR CHILDREN
What Can Administrators Do to Support
and
Retain New Special Education Teachers?

14. What are the primary practices that positively impact teacher retention?
Providing administrative support and leadership
Improving working conditions
Providing high-quality professional learning on research-based strategies for improving student outcomes
Implementing effective mentoring programs
Change wording to be more active, I.e. workforce conditions are addressed.

15. Help Administrators Understand Importance of Their Support
Recent report by Wallace Foundation revealed leadership is second only to classroom instruction among all school related factors that contribute to what students learn at school.
Recent study analyzing teacher survey results found that teachers leaving because of job dissatisfaction, most often point to lack of administrative support and low salaries.
Teachers from high minority, high poverty schools were even more likely to report that lack of administrative support was primary reason for leaving.

16. Building capacity among administrators
Do they understand legal mandates ?
Do they understand the work of the various service providers?
Are they receiving on-going professional development as instructional leaders
Are they receiving on-going professional development as team builders

17. Administrative Actions That Can help
Explain to the new teacher expectations of their roles and responsibilities
Arrange time for new and experienced teachers to have shared planning time or to work in professional communities together or just to have common professional development
Take time to get to know new teachers
Encourage new teachers to ask questions and check in frequently about their support needs

18. Stop by new teachers’ classrooms, listen to their concerns, observe them, learn about their needs by asking them
Encourage them to request assistance in areas of perceived need
Provide opportunities for continued learning, including visiting the classrooms of skilled and effective teachers—Research shows that teachers who feel they are provided with opportunities to learn on the job tend to be less likely to leave

19. Be personally supportive:
In area of discipline and behavior management
In helping them obtain the necessary resources and materials
In giving recognition for their work which helps to combat stress and burnout
In providing emotional support by seeking teachers’ input in decision making process and taking a genuine interest in their work
In showing concern for their students and the students progress

20. Help New Teachers Acclimate to Geographic Area
Welcome Center
Living Accommodations/ Room Mate Leads
School Plan for Welcoming and Acclimating
Community Day/Outside Interests
Enlist Student Councils and PTAs
Plan Social Events or Outings

21. Help them become familiar with area and its offerings
Show genuine concern about issues of moving to a new area and/or starting a new job
Help spouse find a job—involve community
Appreciate surrounding area through sight seeing
Take a bus route tour of areas from which students will come
Ask family to come in to talk about family life and challenges they face
Ask high school student council members to come in to talk about family life and challenges they face
Ask community leaders to share traditions and culture

22. What are the primary practices that positively impact teacher retention?
Providing administrative support and leadership
Improving working conditions
Providing high-quality professional learning on research-based strategies for improving student outcomes
Implementing effective mentoring programs
Change wording to be more active, I.e. workforce conditions are addressed.

23. ESEA Reauthorization Blueprint Calls for Survey Data on Conditions and Climate
Transparency of Data
around the key indicators of whether students and schools have effective teachers and principals
whether teachers have the professional supports they need (teacher survey data on levels of support and working conditions in schools)
States and districts also to collect other information about teaching & learning conditions & climate
student, teacher and school leader attendance; disciplinary incidents;
student, parent, or school staff surveys about their school experience

24. Steps to Improving Working Conditions
Select your target population to focus upon
Use the information from surveys you have/or use a survey designed just for special education teachers - -do not ask for input unless you plan to do something with that input
Determine the highest priority issues related to special educators, by position and setting, if possible
Ask for input from your teachers and staff on strategies for improvement in those areas—this is evidence of their value to the program and to you. Consider use of such techniques as Interest-Based Problem Solving to develop strategies

25. What are the primary practices that positively impact teacher retention?
Improving working conditions
Providing administration support and leadership
Providing high-quality professional learning on research-based strategies for improving student outcomes
Implementing effective mentoring programs

26. WHAT SHOULD THE TARGET OF THE PROFESSIONAL DEVELOPMENT Be???

27. WHAT SHOULD BE THE TARGET OF THE PROFESSIONAL DEVELOPMENT
AREAS OF SUPPORT TO CONSIDER
HIGH NEED
MOD.
NEED
LOW
Assessing student progress
Making accommodations or modifications for students
Lesson planning—long- or short-range plans
Writing goals and objectives
Writing IEPs
Completing paperwork related to district procedures
Managing classroom instructional time or downtime

28. AREAS OF SUPPOR T TO CONSIDER
HIGH NEED
MOD.
NEED
LOW
Setting up the classroom environment
Creating classroom rules
Enforcing classroom rules
Obtaining and locating classroom materials
Understanding testing materials
Sharing ideas for teaching specific lessons
Organizing student papers and records
Motivating students
Working with paraprofessionals
Working with parents
Collaborating with general education teachers

29. EXAMPLE OF CHECKLIST OBSERVATION OR CONVERSATION
Instructional Accommodations:
Pref Seating: ___________________________
Indiv Instruction: _______________________
Sm Grp Instruction: _____________________
Peer Tutors/Wk Buddies: _________________ Modified Assign:________________________
Rd Class/Test Mtls Orally: ________________
Study Guides/Outlines: __________________
Alternate Assign: _______________________
Graphics/Pictorial Mtls: __________________
Color Code Mtls:________________________
Increased Time (Tests/Assign)_____________
Allow Breaks: __________________________
Transition Cues: ________________________
Indiv Testing: __________________________
Sm Grp Testing:_________________________
Calculator: ____________________________
Manipulatives: _________________________
Alter Mtls (font, spacing, highlight): ________
Other: ________________________________

30. ANOTHER EXAMPLE OF CHECKLIST FOR OBSERVATION OR CONVERSATION
Behavioral Strategies:
Proximity: _____________________________
Positive Praise: _________________________
Redirection: ___________________________
Thumbs-up/High Fives: __________________
Teach Expectations: _____________________
Provide Structure/Routine: _______________
Peer Supporter: ________________________
Model/Role Play: _______________________
Free Choice: ___________________________
Time Out: _____________________________
Counselor: ____________________________
Call Parent: ____________________________
Note Home: ___________________________
Referral: ______________________________
Other: ________________________________
______________________________________
Assistive Technology to be Implemented:

33. ACTION PLAN OVERALL GOAL: IMPROVE CLASSROOM MANAGEMENT SKILLS
Specific goals to accomplish
Participate in the classroom management behavior management workshops
Observe teachers with effective classroom management skills
Practice using reflective thinking after teaching a lesson
Target dates for implementing new strategies

34. WORK WITH TEACHER TO CREATE ACTION PLAN
WHAT YOU WILL DO
HOW YOU WILL DO IT
HOW YOU WILL REFLECT
Participate in Workshop
Check district professional development calendar.
Register and fully participate in classes.
Discuss the classroom management techniques I learn about with mentor.
Try the techniques slowly and reflect on effectiveness with mentor.
Observe teachers with effective classroom management skills
Observe at least two teachers in my subject area suggested by my mentor/administrator.
Discuss the techniques observed with that teacher and my mentor.
Decide with my mentor if I should apply the techniques observed .
After applying techniques, think about and discuss with mentor their effectiveness.

35. High-Quality Professional Development Available Free On The Web

36. IRIS RESOURCE TITLES Accommodations
Assessment (includes Progress Monitoring)
Assistive Technology
Behavior and Classroom Management
Collaboration
Content Instruction
Differentiated Instruction
Disability
Diversity
Learning Strategies
Math
RTI (includes Early Intervening)
Reading, Literacy, Language Arts
Related Services
School Improvement/ Leadership
Transition
Grades: PreK - 3
Grades: 4 - 8
Grades: High School

37. University of North Carolina CONNECT Modules for Early Childhood http://connect.fpg.unc.edu
Embedded Interventions
Transition
Communication for Collaboration
Family—Professional Partnerships
Assistive Technology
Dialogic Reading Practices
Evidence-Based Practice Approach to Professional Development

38. What are the primary practices that positively impact teacher retention?
Improving working conditions
Providing administration support and leadership
Providing high-quality professional learning on research-based strategies for improving student outcomes
Implementing effective mentoring programs

39. Why a Special Education Specific Mentoring Program?
Attrition rates for special education teachers are twice the rate of general education teachers.
Many states hire between 25 to 50 percent more new special educators prepared through alternative preparation programs than those prepared through tradition programs.
Considerably fewer new special education teachers are assigned mentors than general education teachers, due to lack of experienced job-alike professionals in their schools or even districts.

40. New Teacher Center’s eMSS: e-Mentoring for Student Success Program Models 2011-2012
Access to a facilitated online community of practice.
Specific content or exceptionality focused discussions
Opportunities to ask questions and receive prompt feedback.
$300 per year per teacher
COMMUNITY OF PRACTICE:
Pre-service and New Teachers
Inquiries are a guided inquiry of practice focusing on pedagogy and/or content topics in special education.
Application of practice directly to the classroom.
Each beginning teacher receives individualized feedback
$150 per Inquiry per teacher [fall, winter, spring]
INQUIRIES:
Professional Development for New Teachers
CONTENT FOCUSED MENTORING: A highly qualified online mentor.
COMMUNITY OF PRACTICE
INQUIRIES: Opportunity to engage in three (3) inquiries that focus on instruction
$1200 per teacher per year
COMPLETE PROGRAM:
Online Mentoring + Community + Inquiries

41. CHECK LIST FOR DESIGNING MENTORING PROGRAM
Activity
Start Date
Completion Date
Develop goals and expected outcomes for program
Review policies to enable program to operate (fiscal and contractual constraints, responsibilities of teachers
Develop role and responsibilities of mentor, mentee and administrators
Generate options for recognition of mentors
Develop mentor support plan
Establish timeline for mentoring activities
Develop and present mentor training workshop

42. Activity Start Date C ompletion Date Match mentors to mentees
Plan and offer first meeting as a social event for all mentors and mentees to meet
Present mid-year and end-of-year mentoring program activities
Collect data for the mentoring program evaluation
Evaluate the mentoring program based on goals and outcomes established at the beginning of planning process

43. MENTOR-MENTEE ACTIVITIES TIMELINE
Month
Activity
CompletionDate
August
Call or mentee prior to start of school
Make face-to-face contact with one another
Share backgrounds and personal interests
Give mentee a school tour
Introduce mentee to faculty and staff
Provide the mentee with a important district forms for first few months of school
Complete the mentee needs survey
Complete the mentor-mentee initial action plan
Create a classroom management plan

44. Month Activity Completion Date September
Meet at agreed upon times to discuss:
Classroom and individual discipline
Efficient paperwork
Managing time
Planning for diverse student levels
Writing and implementing IEPs
The school culture
School operating procedures
Child study team procedures
Arrange to teach a demonstration lesson for mentor with follow-up debriefing
Maintain ongoing communication as needed by conference, phone,
Review and revise as necessary action plan

45. Review IEPs for assigned students
Month
Activity
Completion
Date
More--
August
Help the mentee develop classroom rules and procedures
Help arrange the physical layout of the classroom
Review IEPs for assigned students
Share suggestions for grouping students during instruction
Share your classroom schedule, or develop one together
Discuss how and when students should move throughout the classroom
Help mentee design a record-keeping system
Provide the mentee with suggestions for transition or downtown

46. Month Activity Completion Date September
Meet at agreed upon times to discuss:
Classroom and individual discipline
Efficient paperwork
Managing time
Planning for diverse student levels
Writing and implementing IEPs
The school culture
School operating procedures
Child study team procedures
Arrange to teach a demonstration lesson for mentor with follow-up debriefing
Maintain ongoing communication as needed by conference, phone,
Review and revise as necessary action plan

47. Month Activity Completion Date October
Continue to meet during agreed upon time
Working with paraprofessionals
Student discipline
Long-term verses short-term lesson planning
Grading student work
Report cards
Locating materials and resources
Open house
Brief school principal about your mentor-mentee planning, not performance

48. Mentor Qualifications-- Selected Mentors Should Exhibit Following:
Fully certified as special education teacher
Belief that all students can learn and that teachers can make it happen
Effective classroom management skills
Ability to design and use an individual behavior plan
Planning that connects lesson plans to IEPs, curriculum, state standards, and assessment
Demonstrated interest in supporting teacher colleagues
Good interpersonal skills
At least three years of certified teaching experience in special education

49. Review the school district policies and school handbook with the new teacher
Provide the new teacher with a copy of the procedures manual
Review school-based emergency drill plans
Provide introductions and “who’s who” tour for new special education teacher
Review lesson plans for proper format, reflection of course requirements and standards
Review grading policies and school specific regulations
Conference with the new teacher at least once a week
Make a monthly classroom visit to observe and give feedback
Serve as a mentor, friend and guide for the new teacher

50. Assist your mentee with preparations for the first day of school
Help the mentee develop classroom rules and procedures
Help arrange the physical layout of the classroom
Review IEPs for assigned students
Share suggestions for grouping students during instruction
Share your classroom schedule, or develop one together
Discuss how and when students should move throughout the classroom

51. Provide sustained support for the mentee
Be a role model in all aspects of professionalism
Be an active listener
Maintain professional and confidential relationship
Participate in the evaluation of mentor program

52. DISTRICT SHOULD SELECT STRAGEGY FOR RETENTION EFFORTS