Special Education Teacher Effectiveness in an Era of Reduced Federal Mandates and Increasing Teacher Shortages

Over the past several decades, trends in federal and state policy have dramatically changed how special education teachers are prepared, evaluated, and retained in schools. Alternative routes to the classroom proliferated and enrollments in teacher preparation declined, particularly as a lackluster economy reduced the demand for teachers. Once again, however, states are facing potentially dire shortages of special education teachers. Further, states are given greater latitude through the Every Student Succeeds Act (ESSA) to address these shortages without any federal mandates to ensure these teachers are highly qualified or effective. These changes will challenge our field’s resolve to maintain a strong special education teacher workforce while maintaining an adequate supply to meet demand. Within this context, how can district and school administrators strike a balance between addressing shortages without sacrificing access to effective teachers? In this chapter, the authors suggest that maintaining an effective special education teaching staff in the face of pending shortages will require administrators to take a comprehensive approach. They outline how districts might implement a comprehensive talent management framework, supported through research, to assist their efforts to secure, develop, and retain optimal candidates to fill special education positions.