Cultivating and Keeping Committed Special Education Teachers : What Principals and District Leaders Can Do

by Bonnie S. Billingsley

• ISBN13: 9781412908887
• ISBN10: 1412908884
• Format: Paperback
• Copyright: 2005-03-10
• Publisher: Corwin Pr

Summary

Improve teacher retention by understanding and supporting the work of special education teachers! Are you concerned about special education teacher attrition? Do you wonder about how to meet the demand for highly qualified special educators? This book highlights the problems that drive many special educators out of teaching and outlines practical recommendations that leaders can use to increase retention. Drawing on field experience as well as research findings, Billingsley provides a comprehensive framework for supporting special educators. Cultivating and Keeping Committed Special Education Teachers provides effective ways to: Recruit and hire qualified special educators Provide responsive induction programs for new teachers Design effective professional development opportunities Create inclusive and collaborative schools Provide reasonable work assignments and reduce paperwork Promote wellness by reducing stress This book emphasizes the important role that principals play in supporting special educators and how they can make a difference in what special educators accomplish in their schools. Numerous assessments, tools, and resources are included to help leaders, mentors, and teachers improve the conditions of special education teaching.

Table of Contents

List of Figures	xiv
List of Contributors	xv
Foreword	xvi
James McLeskey
Preface	xx
Acknowledgments	xxv
About the Author	xxvii
PART I. UNDERSTANDING TEACHER ATTRITION AND RETENTION	1	(30)
Introduction: A Leader's Framework for Teacher Retention	3	(11)
Chapter Overview	3	(1)
The Leadership Framework	4	(7)
Improving Teacher Quality	4	(1)
Recruit and Hire High-Quality Special Educators	5	(3)
Support New Teachers Through Responsive Induction	8	(1)
Design Effective Professional Development	9	(1)
Create Positive Work Conditions	9	(1)
Create Inclusive and Collaborative Schools	10	(1)
Design Reasonable Work Assignments	10	(1)
Promote Wellness by Reducing Stress	10	(1)
Types of Attrition: A District and School Perspective	11	(2)
Leavers	12	(1)
Transfers	12	(1)
Chapter Summary	13	(1)
Why Special Educators Leave and Why It Matters	14	(17)
Scenario: Two Perspectives on Attrition	14	(3)
Principal's Perspective	14	(1)
Special Educator's Perspective	15	(2)
Chapter Overview	17	(1)
Why Special Educators Leave	17	(9)
Personal Circumstances	17	(3)
Problems Adjusting in the First Teaching Years	20	(1)
Lack of Preparation	20	(1)
Multiple, Interacting Work Problems	20	(1)
Isolation and Lack of Support	21	(4)
Role Problems	25	(1)
Stress and Burnout	26	(1)
Special Educators' Plans to Leave	26	(1)
Why Attrition Matters	26	(2)
Teacher Quality	27	(1)
School Improvement	27	(1)
Costs of Attrition	28	(1)
Chapter Summary	28	(1)
Selected Readings	28	(1)
Web Sites	29	(2)
PART II. FINDING AND CULTIVATING HIGH-QUALITY SPECIAL EDUCATORS	31	(84)
Recruiting and Hiring Highly Qualified Special Educators	33	(28)
Scenario: ``Where Are the Qualified Applicants?''	34	(1)
Chapter Overview	35	(1)
Recruiting Special Education Teachers	35	(7)
Expand the Applicant Pool	35	(1)
Recruit From Diverse Teacher Groups	36	(5)
Consider ``Grow Your Own'' Programs	41	(1)
Market Your Special Education Program	41	(1)
Offer Special Incentives	42	(1)
Effective Hiring and Assignment Practices	42	(15)
Centralized Versus Decentralized Hiring	45	(1)
Recruit and Hire Early	45	(1)
Identify Desirable Teacher Characteristics	46	(1)
Carefully Screen Applicants	46	(1)
Special Education Certification	46	(1)
Teacher Preparation	46	(2)
Experience	48	(1)
Teacher Tests	48	(1)
References	49	(1)
Make a Good First Impression	49	(1)
Assemble the Interview Team and Develop Questions	50	(3)
Schedule the Interview and Establish the Applicant's Itinerary	53	(1)
Confirm the Interview	53	(1)
Develop Interview Guidelines	54	(1)
Consider Match of Teacher to Position	54	(1)
Caseload Match	54	(1)
School Level Match	55	(1)
Program Model Match	55	(1)
Applicant Preferences	55	(1)
Teachers Without Adequate Preparation	56	(1)
Job Offers and Compensation	56	(1)
Tips for Leaders	57	(1)
Streamline Recruitment and Hiring Processes	57	(1)
Establish Relationships With Teacher Preparation Programs	57	(1)
Provide Incentives for Switchers	57	(1)
Chapter Summary	57	(1)
Selected Readings	58	(1)
Web Sites	58	(3)
Supporting New Special Educators Through Responsive Induction	61	(34)
Scenario: How We Eat Our Young	62	(1)
Chapter Overview	62	(1)
Reasons New Teachers Struggle	63	(2)
The First Year Is a Major Life Transition	63	(1)
New Teachers Experience a Steep Learning Curve	63	(1)
New Teachers Often Find the First Year Overwhelming	64	(1)
New Teachers Are Often Idealistic and Have Unrealistic Expectations	64	(1)
New Teachers May Experience Crises and Challenges	64	(1)
New Teachers Think They Should Know	65	(1)
Many New Teachers Receive Little or Inadequate Support	65	(1)
Induction Goals and Planning	65	(8)
Determine the Goals of the Induction Program	66	(1)
Understand Special Educators' Concerns and Needs	66	(1)
New Teachers' Needs Vary	66	(3)
Assess New Teachers' Needs	69	(1)
Specify School and District Leaders' Roles in Inducting Special Educators	69	(1)
Facilitate the Vision, Structures, and Support for Induction	70	(3)
Principals and Mentors Need to Create a Climate of Support	73	(1)
Emphasize Emotional Support	73	(1)
Key Components of Induction Programs	73	(13)
New Teacher Orientation	74	(1)
Special Education District Orientation Meeting	74	(1)
School Orientation	75	(1)
Mentoring	75	(2)
School Support Team	77	(1)
Peer Support Meetings	77	(1)
Professional Development Opportunities	77	(1)
Mentor Programs for Special Educators	78	(1)
Special Educators Need Special Education Mentors	78	(1)
Special Education Mentors Must Be Carefully Selected	78	(1)
Mentors Have Varied Roles	79	(1)
Mentors Need Preparation for Their Roles	80	(1)
Mentor Relationships Should Be Supportive, Not Evaluative	81	(1)
Mentors Should Be Rewarded for Their Efforts	81	(1)
Tips for Leaders and Mentors	81	(1)
Provide Emotional Support	81	(1)
Provide Support in Managing the Varied Demands of the First Year	82	(2)
Provide Assistance in Critical Areas of Knowledge and Practice	84	(2)
Summary	86	(1)
Selected Readings	87	(1)
Web Sites	87	(8)
Designing Effective Professional Development	95	(20)
Scenario: Unclear Boundaries	95	(1)
Chapter Overview	96	(1)
Involve Teachers in Assessing Needs and Planning Goals	96	(3)
Address Special Educators' Unique Needs	97	(1)
Assess Teachers' Needs for Working in Inclusive and Collaborative Settings	98	(1)
Use Effective Professional Development Practices	99	(3)
Includes Research-Based Practices That Focus on Student Achievement	99	(2)
Takes Place in Collaborative Learning Communities	101	(1)
Meets the ``Reality'' Principle	101	(1)
Includes a Conceptual Component	101	(1)
Provides Opportunities for Coaching and Technical Assistance	102	(1)
Clarify Leaders' Roles in Professional Development	102	(1)
The Role of Principal Support in Professional Development	103	(1)
The Role of District Leaders in Professional Development	103	(1)
Developing University-School Partnerships for Professional Development	103	(5)
Professional Development Schools	104	(3)
Examples of District- and Statewide Partnerships	107	(1)
Project Prepare	107	(1)
Project Central	108	(1)
Enhancing Experienced Teachers' Professional Growth	108	(3)
National Board Certification	109	(1)
Teacher Leadership as Professional Development	110	(1)
Tips for Leaders	111	(1)
Evaluate the School and District Professional Development Programs	111	(1)
Keep Teachers Informed of Research-Based Practices	111	(1)
Encourage Teachers to Join Professional Organizations	111	(1)
Summary	112	(1)
Selected Readings	112	(1)
Web Sites	113	(2)
PART III. CREATING POSITIVE WORK ENVIRONMENTS	115	(74)
Creating Inclusive and Collaborative Schools	117	(16)
Scenario: What a Difference a Principal Can Make	117	(1)
Chapter Overview	118	(1)
Eight Leadership Tasks for Inclusive and Collaborative Schools	119	(10)
Provides a Welcoming and Emotionally Supportive Environment	120	(3)
Advocates for Full Educational Opportunities for All Students	123	(1)
Ensures Access to the General Education Curriculum	124	(1)
Fosters Collaborative Relationships	125	(1)
Facilitates the Development of Individualized Education Programs (IEPs)	126	(1)
Ensures Appropriate Assessments for Students With Disabilities	127	(1)
Helps Special Educators Assess Their Effectiveness	128	(1)
Facilitates Shared Leadership and Decision Making	129	(1)
Tips for Leaders	129	(2)
Be Accessible	129	(1)
Listen to Special Education Teachers	129	(1)
Recognize Teachers' Accomplishments	130	(1)
Voice Support of Special Education Teachers and Students	130	(1)
Keep Students With Disabilities at the Center of Conversations	130	(1)
Encourage Relationship Building Among Special and General Educators	131	(1)
Summary	131	(1)
Selected Readings	131	(1)
Web Sites	132	(1)
Designing Reasonable Work Assignments	133	(22)
Scenario: ``I Wanted to Teach Kids''	133	(1)
Chapter Overview	134	(1)
Four Types of Role Problems	134	(4)
Special Educators May Be Unclear About Their Roles	136	(1)
Special Educators' Work May Be Misunderstood by Others	136	(1)
Special Educators May Be Unable to Accomplish Critical Goals	136	(2)
Special Educators Struggle With Managing Their Assignments	138	(1)
Designing Reasonable Assignments for Special Education Teachers	138	(15)
What Role Descriptions Can Accomplish	138	(1)
Clarify the Roles of Teachers and Support Personnel	139	(1)
Help General Educators Understand Special Educators' Roles	139	(1)
Clarify Collaborative and Coteaching Roles	139	(4)
Clarify Paraprofessionals' Job Descriptions	143	(1)
How to Develop Role Descriptions	144	(2)
Begin With an Existing Description	146	(1)
Encourage Broad Levels of Input	146	(1)
Consider the Council for Exceptional Children's Code of Ethics	147	(1)
Determine Whether the Description Is Complete and Reasonable	147	(1)
Reduce Role Overload	148	(1)
Reduce the Number of Students on Caseloads	148	(1)
Eliminate or Delegate Nonteaching Tasks	149	(1)
Streamline Paperwork Requirements	149	(2)
Evaluate the IEP Process	151	(1)
Provide Structural Supports	152	(1)
Supply Adequate Materials	152	(1)
Consider Supports for Scheduling	152	(1)
Tips for Leaders	153	(1)
Ask Teachers What They Need	153	(1)
Include Teachers in Budget Decisions	153	(1)
Support Teachers in Identifying Solutions to Their Problems	153	(1)
Give Teachers Time to Get Used to Changing Roles	153	(1)
Remain Open---Avoid Becoming Defensive About Teacher Complaints	153	(1)
Summary	153	(1)
Selected Readings	154	(1)
Web Sites	154	(1)
Promoting Wellness by Reducing Stress	155	(18)
Scenario: ``Where's the Joy?''	156	(1)
Chapter Overview	156	(1)
Symptoms of Teacher Stress and Burnout	156	(1)
Contributors to Stress and Burnout	157	(2)
Major Stressors Experienced by Special Educators	157	(1)
How Perceptions and Unmet Needs Contribute to Stress	158	(1)
Assessing Stress and Burnout	159	(1)
Selecting Instruments	159	(1)
Examples of Instruments	159	(1)
The Teacher Stress Inventory	159	(1)
Maslach Burnout Inventory	160	(1)
Strategies to Reduce Stress and Promote Wellness	160	(6)
Organizational Strategies	160	(2)
Coping Strategies	162	(1)
Help Teachers Develop an Awareness of Stress	162	(1)
Encourage Self-Care	162	(1)
Help Teachers Establish Realistic Expectations	162	(1)
Help Teachers Develop a Sense of Efficacy	162	(1)
Provide Help With Organizational Strategies	163	(1)
Facilitate Social Support	163	(1)
Address Conflicts in the School	163	(1)
Help Teachers Find a Balance of Concern	164	(1)
Help Others Learn to Not Take Things Personally	164	(1)
Programs Designed to Provide Support and Reduce Stress	164	(1)
School Wellness Programs	165	(1)
Regional Teacher Support Program (TSP)	165	(1)
Teaching Stress Management and Collaborative Skills	165	(1)
Tips for Leaders	166	(5)
Understand Local Stressors Affecting Special Educators	166	(1)
Realize That Specific Groups May Be Particularly Susceptible to Stress	167	(1)
Schedule a ``Stress Awareness'' Session	167	(1)
Encourage Teachers to Connect to Their Profession	167	(1)
Focus on What Is Meaningful	167	(1)
Provide Support During Conflicts	168	(1)
Focus on the Positive and Use Humor	168	(3)
Summary	171	(1)
Selected Readings	171	(1)
Web Sites	172	(1)
Strategic Planning for Teacher Quality and Retention	173	(16)
Scenario: Learning From Teachers	173	(1)
Chapter Overview	174	(1)
Key Questions for Understanding and Improving Retention	174	(4)
What Is the District's Special Education Attrition Rate?	174	(1)
What Are Patterns in Teacher Attrition and Retention?	174	(1)
What Are Individual Schools' Attrition Rates?	175	(1)
What Types of Attrition Are Occurring?	175	(1)
What Major Factors Contribute to Attrition?	175	(1)
Exit Interviews and Surveys	176	(1)
How Do Current Special Educators Feel About Their Work?	177	(1)
Teacher Workplace Survey	177	(1)
Strategic Planning for Retention	178	(10)
Formulate an Advisory Committee	179	(1)
District Level Committee	179	(1)
School Advisory Committees	180	(1)
Develop a Mission Statement	180	(1)
Develop Evaluation Purposes and Questions	180	(1)
Westover City Evaluation Purposes and Questions	181	(3)
Collect Data	184	(1)
Focus Groups	184	(1)
Principal Assessments	184	(1)
Analyze and Interpret Data	185	(1)
Develop a Strategic Plan	185	(1)
Request Resources and Form Partnerships	185	(2)
Implement and Evaluate the Strategic Plan	187	(1)
Summary	188	(1)
Selected Readings	188	(1)
Web Sites	188	(1)
PART IV. RESOURCES	189	(2)
Principal Support Questionnaire	191	(3)
Teacher Concerns Inventory	194	(5)
Teacher Exit Interview	199	(2)
Teacher Follow-up Exit Questionnaire	201	(3)
Teacher Workforce Survey	204	(3)
Conducting Focus Group Interviews	207	(2)
References	209	(10)
Feedback About Cultivating and Keeping Committed Special Educators	219	(2)
Index	221