Coaching and Training to Strengthen Retention of Special Education Teachers
After the Georgia Department of Education (GaDOE) collected special education retention data, they knew strategic changes had to be implemented. According to Georgia teacher shortage data collected across 2018 and 2019, Georgia had 3,400 vacancies in special edu
cation teacher positions. Also, between 2018 and 2020, Georgia hired 1,235 new special education teachers and lost approximately the same number.
In 2020, the GaDOE, Division of Special Education was awarded the Teacher/Provider Retention Grant from the United States Department of Education, Office of Special Education Programs. This grant led to the establishment of the Teacher/Provider Retention Program (TPRP), which is designed to support GaDOE in its efforts to improve the retention of new special education teachers through the development and implementation of high-quality mentoring and induction programs. Since it’s establishment, the GaDOE has contracted the Center on Great Teachers at AIR to support with this effort.
Our Opportunity
Support in making informed decisions in selecting evidence-based designed to strengthen the mentoring and induction efforts to ensure that students in most need will be provided equitable access to great teachers and leaders. The GTL Center at AIR and Kennesaw State University (KSU) provide train-the-trainer materials for professional development sessions for the Model Induction program for Georgia Special Education Teachers.
Many of these materials are based on content from the GTL Center's Mentoring & Induction Toolkit 2.0, which helps states and districts develop a model induction program for K-12 special education teachers to support induction and retention based on High-Leverage Practices. This toolkit is a ready-to-use resource for states working closely with districts to build strong mentoring and induction programs. The Mentoring and Induction Toolkit 2.0 helps states facilitate meaningful conversations about the design and implementation of effective, high-quality mentoring and induction programs. The state receives technical assistance in addressing high-leverage practices and Individualized Education Program development and implementation:
The training objectives were:
- Increase innovation in teaching the high leverage practices (HLPs) using mixed-reality simulation labs.
- Increase coaching and immediate performance feedback for new special education teachers.
Our Approach
GTL Center Mentoring & Induction Toolkit 2.0
The Georgia Department of Education team and GLRS staff participated in a series of virtual sessions that supported the development of resources and processes to develop and implement a comprehensive teacher induction program that strengthened instructional practice and planning for sustainability and scale-up. These activities led to:
- Continuous Improvement Process. The state engaged in a root cause analysis, data review, and evidence-based strategy selection process to develop an action plan for addressing their state’s special education retention needs. The teams also used monitoring and evaluation to strengthen their approach.
- Evidence-based Strategies. For three years, GTL designed Train-the-Trainer materials on High Leverage Practices. In addition to the materials addressing HLPs, the GLT staff supported the state in creating special education policies and practices that can be turn-keyed in GLRS regions.
- Virtual Learning. The Georgia Learning Resources Systems (GLRS) staff and contractor use the Train-the-Trainer materials in a virtual learning technical assistance approach: it includes collaborative virtual convenings with all GLRS staff along with other state-designated personnel. Finally to virtually support the GLRS staff in Communities of Practice (CoPs) to facilitate sustainability and scale-up.
Project Outcomes
As a result of the mentor and induction support, SY 2023 the Georgia TPRP Induction Program participants survey showed the following results:
- 95% of all Georgia TPRP Teacher Induction Program participants agreed that the training increased their capacity to use HLPs in their teaching.
- 95% of all Georgia TPRP Teacher Induction Program participants agreed that the coaching increased their capacity to use HLPS in their teaching.
- 89% of all TPRP participants agreed that the Professional Learning (Training, Coaching, MRS Labs) influenced their plans to continue teaching.
- Of those who completed 75% or more of the Teacher Induction Program were 10% more likely to be retained.
- 60% growth was seen when comparing the High-Leverage Practices pre-assessment to the post-assessment results.
