3 ATTRITION AMONG SPECIAL EDUCATION TEACHERS Approximately 43% leave within first five years in the professionAttrition rate runs between eight percent and ten percent annuallyYearly shortage for special education teachers is estimated at 29,000
5 SOME OF THE COSTS ASSOCIATED WITH ATTRITION Because of the shortage of special education teachers, the recruiting process is costly and difficultSchools lose their investment in professional developmentMost special education replacement teachers are beginning teachersSchools with too many new teachers often experience more problems with discipline and experience lower academic performance
6 MORE COSTSSchools in low-income areas tend to have more inexperienced teachersInexperienced teachers without the developed skills required frequently land in classrooms with the most needy and the greatest challengesBeginning 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 SupportandRetain New Special Education Teachers?
14 What are the primary practices that positively impact teacher retention? Providing administrative support and leadershipImproving working conditionsProviding high-quality professional learning on research-based strategies for improving student outcomesImplementing effective mentoring programsChange 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 leadersAre 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 responsibilitiesArrange time for new and experienced teachers to have shared planning time or to work in professional communities together or just to have common professional developmentTake time to get to know new teachersEncourage 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 themEncourage them to request assistance in areas of perceived needProvide 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 managementIn helping them obtain the necessary resources and materialsIn giving recognition for their work which helps to combat stress and burnoutIn providing emotional support by seeking teachers’ input in decision making process and taking a genuine interest in their workIn showing concern for their students and the students progress
20 Help New Teachers Acclimate to Geographic Area Welcome CenterLiving Accommodations/ Room Mate LeadsSchool Plan for Welcoming and AcclimatingCommunity Day/Outside InterestsEnlist Student Councils and PTAsPlan 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 jobHelp spouse find a job—involve communityAppreciate surrounding area through sight seeingTake a bus route tour of areas from which students will comeAsk family to come in to talk about family life and challenges they faceAsk high school student council members to come in to talk about family life and challenges they faceAsk community leaders to share traditions and culture
22 What are the primary practices that positively impact teacher retention? Providing administrative support and leadershipImproving working conditionsProviding high-quality professional learning on research-based strategies for improving student outcomesImplementing effective mentoring programsChange 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 Dataaround the key indicators of whether students and schools have effective teachers and principalswhether 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 & climatestudent, 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 uponUse 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 inputDetermine the highest priority issues related to special educators, by position and setting, if possibleAsk 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 conditionsProviding administration support and leadershipProviding high-quality professional learning on research-based strategies for improving student outcomesImplementing 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 CONSIDERHIGH NEEDMOD.NEEDLOWAssessing student progressMaking accommodations or modifications for studentsLesson planning—long- or short-range plansWriting goals and objectivesWriting IEPsCompleting paperwork related to district proceduresManaging classroom instructional time or downtime
28 AREAS OF SUPPOR T TO CONSIDER HIGH NEEDMOD.NEEDLOWSetting up the classroom environmentCreating classroom rulesEnforcing classroom rulesObtaining and locating classroom materialsUnderstanding testing materialsSharing ideas for teaching specific lessonsOrganizing student papers and recordsMotivating studentsWorking with paraprofessionalsWorking with parentsCollaborating with general education teachers
33 ACTION PLAN OVERALL GOAL: IMPROVE CLASSROOM MANAGEMENT SKILLS Specific goals to accomplishParticipate in the classroom management behavior management workshopsObserve teachers with effective classroom management skillsPractice using reflective thinking after teaching a lessonTarget dates for implementing new strategies
34 WORK WITH TEACHER TO CREATE ACTION PLAN WHAT YOU WILL DOHOW YOU WILL DO ITHOW YOU WILL REFLECTParticipate in WorkshopCheck 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 skillsObserve 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 TechnologyBehavior and Classroom ManagementCollaborationContent InstructionDifferentiated InstructionDisabilityDiversityLearning StrategiesMathRTI (includes Early Intervening)Reading, Literacy, Language ArtsRelated ServicesSchool Improvement/ LeadershipTransitionGrades: PreK - 3Grades: 4 - 8Grades: High School
37 University of North Carolina CONNECT Modules for Early Childhood http://connect.fpg.unc.edu Embedded InterventionsTransitionCommunication for CollaborationFamily—Professional PartnershipsAssistive TechnologyDialogic Reading PracticesEvidence-Based Practice Approach to Professional Development
38 What are the primary practices that positively impact teacher retention? Improving working conditionsProviding administration support and leadershipProviding high-quality professional learning on research-based strategies for improving student outcomesImplementing 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 discussionsOpportunities to ask questions and receive prompt feedback.$300 per year per teacherCOMMUNITY OF PRACTICE:Pre-service and New TeachersInquiries 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 TeachersCONTENT FOCUSED MENTORING: A highly qualified online mentor.COMMUNITY OF PRACTICEINQUIRIES: Opportunity to engage in three (3) inquiries that focus on instruction$1200 per teacher per yearCOMPLETE PROGRAM:Online Mentoring + Community + Inquiries
41 CHECK LIST FOR DESIGNING MENTORING PROGRAM ActivityStart DateCompletion DateDevelop goals and expected outcomes for programReview policies to enable program to operate (fiscal and contractual constraints, responsibilities of teachersDevelop role and responsibilities of mentor, mentee and administratorsGenerate options for recognition of mentorsDevelop mentor support planEstablish timeline for mentoring activitiesDevelop 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 meetPresent mid-year and end-of-year mentoring program activitiesCollect data for the mentoring program evaluationEvaluate the mentoring program based on goals and outcomes established at the beginning of planning process
43 MENTOR-MENTEE ACTIVITIES TIMELINE MonthActivityCompletionDateAugustCall or mentee prior to start of schoolMake face-to-face contact with one anotherShare backgrounds and personal interestsGive mentee a school tourIntroduce mentee to faculty and staffProvide the mentee with a important district forms for first few months of schoolComplete the mentee needs surveyComplete the mentor-mentee initial action planCreate a classroom management plan
44 Month Activity Completion Date September Meet at agreed upon times to discuss:Classroom and individual disciplineEfficient paperworkManaging timePlanning for diverse student levelsWriting and implementing IEPsThe school cultureSchool operating proceduresChild study team proceduresArrange to teach a demonstration lesson for mentor with follow-up debriefingMaintain ongoing communication as needed by conference, phone,Review and revise as necessary action plan
45 Review IEPs for assigned students MonthActivityCompletionDateMore--AugustHelp the mentee develop classroom rules and proceduresHelp arrange the physical layout of the classroomReview IEPs for assigned studentsShare suggestions for grouping students during instructionShare your classroom schedule, or develop one togetherDiscuss how and when students should move throughout the classroomHelp mentee design a record-keeping systemProvide the mentee with suggestions for transition or downtown
46 Month Activity Completion Date September Meet at agreed upon times to discuss:Classroom and individual disciplineEfficient paperworkManaging timePlanning for diverse student levelsWriting and implementing IEPsThe school cultureSchool operating proceduresChild study team proceduresArrange to teach a demonstration lesson for mentor with follow-up debriefingMaintain 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 timeWorking with paraprofessionalsStudent disciplineLong-term verses short-term lesson planningGrading student workReport cardsLocating materials and resourcesOpen houseBrief school principal about your mentor-mentee planning, not performance
48 Mentor Qualifications-- Selected Mentors Should Exhibit Following: Fully certified as special education teacherBelief that all students can learn and that teachers can make it happenEffective classroom management skillsAbility to design and use an individual behavior planPlanning that connects lesson plans to IEPs, curriculum, state standards, and assessmentDemonstrated interest in supporting teacher colleaguesGood interpersonal skillsAt 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 manualReview school-based emergency drill plansProvide introductions and “who’s who” tour for new special education teacherReview lesson plans for proper format, reflection of course requirements and standardsReview grading policies and school specific regulationsConference with the new teacher at least once a weekMake a monthly classroom visit to observe and give feedbackServe 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 proceduresHelp arrange the physical layout of the classroomReview IEPs for assigned studentsShare suggestions for grouping students during instructionShare your classroom schedule, or develop one togetherDiscuss how and when students should move throughout the classroom
51 Provide sustained support for the mentee Be a role model in all aspects of professionalismBe an active listenerMaintain professional and confidential relationshipParticipate in the evaluation of mentor program
52 DISTRICT SHOULD SELECT STRAGEGY FOR RETENTION EFFORTS