I still remember the day I was hired to be a special education teacher. The interview was held during the summer, and it felt almost surreal. I sat down, answered a few questions, and before I could fully exhale, I was offered the job on the spot. The principal explained my role and how I would be a co-teacher for third grade. New to the world of education, I politely asked the question every new educator would think but would not want to say out loud. What exactly is a co-teacher? The principal grinned and explained that there would be two teachers in the classroom, one general education teacher and one special education teacher. I would serve as the special education teacher. With that understanding, I accepted the position, feeling equal parts excited about my new opportunity and relieved that the interview was finally over.
The weeks leading up to the new school year were filled with anticipation and excitement. My previous professional background had nothing to do with special education, so everything about this role was new and unfamiliar. Still, I told myself I would be fine. I was optimistic and ready for this new chapter.
The summer ended, and the first day of pre-planning had arrived. I walked into the school building, checked in at the front office, and asked for the principal. She arrived with a big smile and a warm welcome. As we walked down the hallway to meet a team of teachers, she casually mentioned there had been a change of plans. “Oh, okay,” I said, trying to sound calm, “what is the change of plans?” The principal explained that I would no longer be a co-teacher; however, I would be a resource teacher. I paused and asked the only question that mattered in that moment, “Will there still be two teachers in the classroom?” She stopped, looked at me, and said, no. There will only be one teacher in the resource classroom, and that teacher will be you.
Inside, my world tilted, and my mind began to race. How can I be the only teacher when I have never taught before? Does the principal understand that teaching is not my background? Why would I be placed alone in a resource classroom with no experience and a provisional certification? As we continued walking down the hallway, my steps felt heavier with every question swirling in my head. The principal likely saw a need to fill a vacancy and decided that I was a capable new hire. However, I questioned my very own background and capabilities as I was new to the profession. And yet, somewhere between panic and disbelief, a quiet realization settled in. In that moment, I knew my steps were ordered and that I was about to embark on a journey that would shape not just my teaching career but who I would become as an educator. I knew I had the potential to learn the duties and responsibilities of a special education teacher, but I had to intentionally practice becoming great in this role.
Each school year, school principals work to fill vacant positions within their buildings and may not realize that what seems like a minor logistical pivot, can be a catastrophic failure. Many times, new educators enter the field of special education without a formal educational background. These special education teachers come from alternative certification programs or career transitions and may not have strong content knowledge or experience with writing Individualized Education Plans (IEPs).
A new teacher may not know that the Present Levels of Academic Achievement and Functional Performance (PLAAFP) is within an IEP. Some areas to find within the PLAAFP section are a student's strengths, needs, parent input, impact of disability statement, etc. When teachers do not write a strong PLAAFP, this will result in an out-of-compliance IEP. While preparation programs introduce key concepts such as instructional strategies and disability awareness, it does not fully prepare new teachers for the practical demands of a case manager. These demands include writing compliant IEPs, understanding state and federal laws, collaborating with professionals, and balancing all case management responsibilities. All of this can be overwhelming for a new special education teacher.
School and district leaders should broaden their approach from simply providing professional learning for new teachers to actively planning and implementing support for new special education teachers starting on day one. The needs of special education teachers go beyond standard professional learning. Strong leadership support is essential in helping teachers build the confidence needed to effectively mentor and retain new educators.
Too often, leaders eagerly hire new staff, celebrate that the position has been filled, and then quietly move on, almost as if the job is done. The excitement of onboarding fades quickly, leaving new hires to navigate unfamiliar systems, expectations, and classrooms on their own. With little to no training and no intentional mentoring, these educators are left to survive by trial and error, rather than being supported to grow, thrive, and succeed. Leaders who provide intentional guidance and step-by-step explanations can reduce confusion and help new teachers focus on learning their role rather than being expected to master everything at once.
In addition to providing professional learning opportunities, here are three meaningful ways leaders can support new special education teachers:
In conclusion, when leaders intentionally support new special education teachers, this can be far more cost-effective and student-centered rather than re-posting a vacancy every year. New teachers are far more likely to stay on the job, develop confidence, and become effective educators. Retention happens when leaders are present, proactive, and committed to supporting new teachers beyond their first day, their first month, and even their first year. From potential to practice, leadership is the bridge. The way we lead determines whether new special education teachers endure their first year or rise to become the transformative educators our schools desperately need.
Dr. Anisha Robinson Mendez is a special education consultant who supports school and district leaders in special education. She is the author of “Navigating Case Management in Exceptional Education”, a planner for special education teachers, and “How To Lead Case Management in Exceptional Education”, a planner for school leaders. In addition, she has a book being released entitled, When the Bell Rings: What Every New Special Education Teacher Needs To Know. Dr. Mendez remembers her first year of teaching and believes that new teachers should never be handed a caseload without clarity, left alone without mentorship, or made to feel