It is one thing to help teachers adjust to the profession of teaching, but what are we doing to help the new teachers feel a part of the school community? Typically the grade level team recognizes and welcomes the new general education teacher. The grade level team may collaborate and plan together. What about the special education teacher who works across many grade levels? Sindelar, McCray, Brownell & Kraft (2014) identified “seven work environments variables” that positively or negatively affect special education teachers. The second variable was school climate. Sindelar et al further state that special education teachers are more likely to stay in a school if they feel supported by their colleagues and the administration. What are we doing to ensure that our special education teachers feel supported? Having a clear induction plan into the school community is as important as induction into the profession.
In order to retain teachers we have to meet their needs. Teachers need to know that they have professional support through mentors as well as school community support. If we don’t care for our own, no one else will and we will lose valuable teachers. Our induction into the profession needs to be purposeful, thorough and ongoing.