Becoming a special education teacher is a lot of work. Each state has different requirements and each district desires different levels of training. In California, a teacher can enter into the state with a Master’s degree and a valid credential and still have to go back to school for a semester or more. Sometimes these teachers can’t get a job because districts are encouraged by the system to only hire “high qualified” teachers and, on paper, the lack of the California Special Ed Credential Level II keeps the teacher from meeting that requirement. However, an inexperienced teacher will often get the same job because, even with their lack of experience, they look on paper to be more qualified.
To earn a Level II credential in California requires several years of work. It can be done in three years if a student is able to go every semester full time. The classes consist of basic general education classes, basics special needs classes, classes in their chosen specialty, and intern hours.
In Arizona, meeting the special education requirement often ends up with enough credits to earn a Master’s degree. Several tests have to be taken for both the university and for the state. These classes include special needs classes, classes in the chosen specialty, electives in other subjects, practicum in different settings, and many internship hours in different settings. This program can take two to three years to complete.
The requirements in these, and other states, are also expensive. Students often search for scholarships, jobs at the university, stipends, and so on in order to pay for their classes. Some are lucky and able to find something and others go into debt to pay for their classes.
A student walks out of the program feeling sure and certain about their skills and prepared to enter the world of special education. They unlock their classroom, look around the room, and think, “Wow! I finally did it! This is it! My own classroom. Now, where should I start?” Pride, determination, and hope fills their minds as they take on the fun responsibility of arranging and decorating their classroom for the first time.
Despite the energy and excitement on that first day, 60% will leave their new career within three years of having graduated their university program. They will walk away from three years of hard work and the thousands of dollars they are probably still paying off.
When these teachers leave, it puts more pressure on the school districts who, in turn, put more pressure on the remaining special ed teachers. This increased pressure drives more teachers away or, at the very least, they search for a district they believe to be less demanding.
What are some solutions to stopping teachers from leaving their careers?
Some ideas teachers have mentioned:
- It’s really not about the money, but an increase in pay would help
- A reduction in paperwork
- Support from other teachers
- Support from administration
- More training suited to the needs of special ed teachers
- Parents who are more aware of the difficulties faced by special ed teachers
- More paraprofessionals
It is time for all districts to stop and pay attention to why their special ed teachers are leaving and rectify the problem. Parents may take to suing the district and stopping that is the temptation the district focuses on, but if they paid more attention to why the teachers are leaving, then perhaps they can also head off many law suits.
Beyond that, the focus should be on students. Special needs students should not be considered “the problem.” Instead, they should showcase the success of the district’s programs.