What Do Special Education Teachers Need From School Leaders to Be Effective?

Co-Authored by Dr. Kareem Thompson, President, Council for Exceptional Children  & Dr. Luann L. Purcell, Unit Resource Advisor, Council for Exceptional Children

Special education teachers play a critical role in ensuring that students with diverse learning needs receive the support necessary to thrive academically, socially, and emotionally. However, their success in this role is heavily influenced by the support they receive from school leaders. Effective leadership is crucial in empowering special education teachers to meet the unique challenges of their profession. Below, we explore the key areas where school leaders can provide the necessary support to special education teachers, drawing from the insights in Building Teachers' Capacity for Success and How to Help Beginning Teachers Succeed. Additionally, we will examine effective practices by principals to retain special education teachers, given the high turnover rates in this field.

1. Ongoing Professional Development

One of the primary needs of special education teachers is access to continuous professional development tailored to their specific challenges. According to Building Teachers' Capacity for Success, professional development should not be a one-size-fits-all approach; instead, it should be customized to address the distinct needs of teachers in different stages of their careers and fields. For special education teachers, this means providing training that deepens their understanding of diverse disabilities, effective instructional strategies, and new assistive technologies.

School leaders can foster a culture of learning by offering workshops, seminars, and peer mentoring programs that focus on the practical challenges special education teachers face. TThese programs should improve technical skills and enhance teachers' ability to collaborate with general education teachers, parents, and other stakeholders. This kind of targeted professional development helps special education teachers feel more competent and supported in their roles.

2. Administrative Support and Resources

Effective special education teaching also requires adequate administrative support and access to resources. How to Help Beginning Teachers Succeed emphasizes that new teachers, including those in special education, often struggle due to  insufficient resources and clear guidance. School leaders can mitigate this by ensuring special education teachers have access to appropriate teaching materials, classroom aides, and up-to-date technology.

 Clear communication channels should also  be established to help special education teachers navigate administrative tasks such as Individualized Education Program (IEP) documentation and compliance with state and federal regulations. When school leaders provide this type of support, they free up teachers to focus more on instruction and less on administrative burdens.

3. Collaborative School Culture

Creating a collaborative school culture is another critical factor in the effectiveness of special education teachers. According to Building Teachers' Capacity for Success, fostering a collaborative environment where teachers feel valued and supported by their colleagues is essential for professional growth. School leaders can facilitate this by promoting regular collaboration between special and general education teachers. This could be through co-teaching models, joint planning sessions, or professional learning communities.

Collaboration allows special education teachers to share insights and strategies, align on educational goals, and develop a unified approach to supporting students with disabilities.  This benefits the students and helps teachers feel less isolated and more integrated into the school community.

4. Emotional and Psychological Support

The emotional and psychological demands of teaching students with special needs can be significant. As highlighted in How to Help Beginning Teachers Succeed, new teachers often experience high stress levels, which can lead to burnout if not properly managed. School leaders can play a crucial role in providing emotional support by creating an open and empathetic school culture where teachers feel comfortable discussing their challenges and seeking help.

This support can take various forms, such as access to counseling services, stress management workshops, and peer support groups. Additionally, school leaders should recognize and celebrate the successes of special education teachers, which can significantly boost morale and job satisfaction.

5. Clear Expectations and Feedback

Special education teachers also benefit from clear expectations and constructive feedback. Building Teachers' Capacity for Success underscores the importance of school leaders setting clear, achievable goals for teachers and providing regular feedback on their performance. For special education teachers, this means receiving specific guidance on their instructional practices, classroom management, and student engagement strategies.

Regular, constructive feedback helps teachers understand their strengths and areas for improvement, allowing them to adjust their practices accordingly. School leaders should ensure this feedback is delivered in a supportive and non-judgmental manner, focusing on growth rather than merely pointing out deficiencies.

6. Effective Practices by Principals to Retain Special Education Teachers

Retaining special education teachers is a critical challenge, given the demanding nature of the job and the high turnover rates. Effective principals implement several practices to enhance retention:

• Creating a Supportive Induction Program: According to How to Help Beginning Teachers Succeed, principals should establish comprehensive induction programs for new special education teachers. These programs should include mentorship from experienced special education teachers, opportunities for observation and feedback, and a gradual introduction to the full responsibilities of the role. A supportive induction can help new teachers feel more prepared and less overwhelmed, reducing the likelihood of early burnout.
• Recognizing and Rewarding Success: Principals can help retain special education teachers by regularly recognizing and rewarding their successes. This can include formal recognition programs, such as teacher of the month awards, as well as informal gestures like handwritten notes or public acknowledgment during staff meetings. Building Teachers' Capacity for Success highlights the importance of building teachers' confidence through positive reinforcement, which can be particularly important in retaining special education teachers who may often work in challenging environments.
• Providing Opportunities for Advancement: Special education teachers, like all professionals, need opportunities for career growth. Principals can support retention by offering pathways for advancement within the school or district, such as leadership roles in special education departments, opportunities to lead professional development sessions, or involvement in school-wide decision-making processes. When teachers see a future for themselves within the school, they are more likely to stay.
• Ensuring a Manageable Workload: One of the leading causes of turnover among special education teachers is an unmanageable workload. Principals can help retain teachers by ensuring their caseloads are reasonable and by providing adequate support staff, such as paraprofessionals and instructional aides. Additionally, principals should advocate for policies that protect teachers' planning and preparation time, allowing them  to manage their responsibilities without excessive stress effectively.
• Building a Positive School Climate: Finally, principals who foster a positive, inclusive, and respectful school climate contribute significantly to the retention of special education teachers.  A school environment where all staff feel valued, diversity is celebrated, and the contributions of special education teachers are recognized creates a sense of belonging and commitment. This supportive climate can be a powerful factor in a teacher's decision to remain in their position long-term.

The effectiveness and retention of special education teachers are greatly influenced by the support they receive from school leaders. By providing ongoing professional development, adequate resources, fostering collaboration, offering emotional support, delivering clear expectations and feedback, and implementing retention strategies such as supportive induction programs, recognition, opportunities for advancement, manageable workloads, and a positive school climate, principals can empower special education teachers to succeed and stay in their roles.  This enhances the quality of education for students with special needs and contributes to a stable, positive, and inclusive school environment. 

These tasks may seem formidable for the already overworked school leader!  But there is a strategy that would incorporate almost all of these suggestions: Implementing a local CEC Chapter!  For more information on helping your veteran teachers implement this strategy, go to Unit/Division Resources for Supporting Sub- Divisions/Chapters | Council for Exceptional Children.

References:

• Hall, P., & Simeral, A. (2008). Building Teachers' Capacity for Success: A Collaborative Approach for Coaches and School Leaders. ASCD.
• Johnson, S. M., & Kardos, S. M. (2002). How to Help Beginning Teachers Succeed. Educational Leadership, 59(6), 51-54.