Category: Education

[Solved] Leadership

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Assignment Prompt & Instructions

– ## Assignmentonemandetorytemplate.docx

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– Screenshot_20250624_091919_CanvasStudent.jpg
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**## Assignmentonemandetorytemplate.docx**

4

**Commitment to Self-Improvement**

**Introduction**

Explain in your own words, to your readers, a little about yourself personally and professionally. For example, you can discuss the type of industry where you are employed and how you feel about that industry. Another example could be based on your training and education you have had throughout your career. You should have at least one paragraph and no more than two paragraphs of content. There are no sources in this introduction area; however,
**in the remaining of the assignment (i.e., Areas of Excellence, Areas of Development, Conclusion)**, you are required to demonstrate quality writing and must have at least 5 to 6 academic sentences and two or more separate current scholarly peer-reviewed articles (past 5 to 7 years) to synthesize each topic/issue within the paragraph. Do not end a paragraph with a source as you need to summarize any source you find by closing out each paragraph with your thoughts. Please note that short choppy sentences will not count as an academic sentence.

**Areas of Excellence**

**_Leadership_**

You will start this paragraph by explaining what leadership means with supporting evidence. You must have at least 5 to 6 academic sentences with at least two supporting scholarly articles. You will then close out the paragraph by mentioning the two strengths you possess
as a leader. This will then lead into the next level heading of Strength One and Strength Two.

**Instructions for the following two-level headings below:**

Highlight your strengths as Areas of Excellence and provide a detailed example of how you have utilized these two strengths in a professional setting. You will support your narrative with
**four** **separate** **current scholarly articles** to synthesize and validate your claims (i.e., supporting your content). Since you will discuss your
**two separate strengths** in separate sections (i.e., Strength One, Strength Two), each of your leadership sections will need two separate sources, totaling four current scholarly sources for this section of leadership. These current scholarly sources (past 5 to 7 years) will be from peer reviewed journals only, no books or trade reports. All paragraphs must have at least 5 to 6 academic sentences. Do not end a paragraph with a source as you need to summarize any source you find by closing out each paragraph with your thoughts.

**Strength One.** Start your first strength here and place your example to how you use this in a professional setting.

**Strength Two.** Start your second strength here.

Remove the directions when creating your section and respond in sentence structure..

**_Communication_**

You will start this paragraph by explaining why communication is needed in an organization with supporting evidence. Then you will mention the two strengths you possess as
an effective communicator.Highlight your strengths as Areas of Excellence and provide a detailed example of how you have utilized these two strengths in a professional setting. You will support your narrative with
**four** **current scholarly sources** to synthesize and validate your claims (i.e., supporting your content). Since you will discuss your
**two separate strengths** in separate sections (i.e., Strength One, Strength Two), each of your communication sections will need two separate sources, totaling four current scholarly sources for this section of communication. These current scholarly sources (past 5 to 7 years) will be from peer reviewed journals only, no books or trade reports. All paragraphs must have at least 5 to 6 academic sentences. Do not end a paragraph with a source as you need to summarize any source you find by closing out each paragraph with your thoughts.

**Strength One.** Start your first strength here.

**Strength Two.** Start your second strength here.

Remove the directions when creating your section and respond in sentence structure.

**_Technology_**

You will start this paragraph by explaining why an individual needs to have skills with the use of technology with supporting evidence. Then you will mention the two strengths you possess regarding
technology skills. Highlight your strengths as Areas of Excellence and provide a detailed example of how you have utilized these two strengths in a professional setting. You will support your narrative with
**four** **current scholarly sources** to synthesize and validate your claims (i.e., supporting your content). Since you will discuss your
**two separate strengths** in separate sections (i.e., Strength One, Strength Two), each of your technological sections will need two separate sources, totaling four current scholarly sources for this section of technology. These current scholarly sources (past 5 to 7 years) will be from peer reviewed journals only, no books or trade reports. All paragraphs must have at least 5 to 6 academic sentences. Do not end a paragraph with a source as you need to summarize any source you find by closing out each paragraph with your thoughts.

**Strength One.** Start your first strength here.

**Strength Two.** Start your second strength here.

Remove the directions when creating your section and respond in sentence structure.

**Areas of Development**

**_Leadership_**

You will start this paragraph by explaining why it is important to have improved leadership skills. You must have at least 5 to 6 academic sentences with at least two supporting scholarly articles. You will then close out the paragraph by mentioning the two weaknesses you possess
as a leader. This will then lead to the next level heading of Development One and Development Two.

Highlight your weaknesses as Areas of Development and provide a detailed example of how you plan to show growth in the future. You will support your narrative with
**four** **current scholarly sources** to synthesize and validate your claims (i.e., supporting your content). Since you will discuss your
**two separate weaknesses** in separate sections (i.e., Development One, Development Two), each of your leadership sections will need two separate sources, totaling four current scholarly sources for this section of leadership. These current scholarly sources (past 5 to 7 years) will be from peer reviewed journals only, no books or trade reports. All paragraphs must have at least 5 to 6 academic sentences.

**Development One.** Start your first development here.

**Development Two.** Start your second development here.

Remove the directions when creating your section and respond in sentence structure. Please remember to be detailed as this is a doctoral level submission and represents you as a leader.

**_Communication_**

You will start this paragraph by explaining why it is important to have improved communication skills. You must have at least 5 to 6 academic sentences with at least two supporting scholarly articles. You will then close out the paragraph by mentioning the two weaknesses you possess
as a leader. This will then lead to the next level heading of Development One and Development Two.

**In your first sentence, you will start this section by first mentioning two weaknesses you possess**
**as a communicator.** Highlight your weaknesses as Areas of Development and provide a detailed example of how you plan to show growth in the future regarding your communication skills. You will support your narrative with
**four** **current scholarly sources** in order to synthesize and validate your claims (i.e., supporting your content). Since you will discuss your
**two separate weaknesses** in separate sections (i.e., Development One, Development Two), each of your communication sections will need two separate sources, totaling four current scholarly sources for this section of communication. These current scholarly sources (past 5 to 7 years) will be from peer reviewed journals only, no books or trade reports. All paragraphs must have at least 5 to 6 academic sentences.

**Development One.** Start your first development here.

**Development Two.** Start your second development here.

Remove the directions when creating your section and respond in sentence structure. Please remember to be detailed as this is a doctoral level submission and represents you as a leader.

**_Technology_**

You will start this paragraph by explaining why it is important to have improved technological skills. You must have at least 5 to 6 academic sentences with at least two supporting scholarly articles. You will then close out the paragraph by mentioning the two weaknesses you possess
as a leader. This will then lead to the next level heading of Development One and Development Two.

**In your first sentence, you will start this section by first mentioning two weaknesses you possess regarding**
**technology skills.** Highlight your weaknesses as Areas of Development and provide a detailed example of how you plan to show growth in the future regarding the use of technology. You will support your narrative with
**four** **current scholarly sources** in order to synthesize and validate your claims (i.e., supporting your content). Since you will discuss your
**two separate weaknesses** in separate sections (i.e., Development One, Development Two), each of your technology sections will need two separate sources, totaling four current scholarly sources for this section of technology. These current scholarly sources (past 5 to 7 years) will be from peer reviewed journals only, no books or trade reports. All paragraphs must have at least 5 to 6 academic sentences.

**Development One.** Start your first development here.

**Development Two.** Start your second development here.

Remove the directions when creating your section and respond in sentence structure.

**Conclusion**

In this paragraph, explain why you feel this assignment could help you as you move forward in your program and career. All assignments in the course should demonstrate quality writing.
**All paragraphs must have at least 5 to 6 academic sentences and two or more current scholarly sources to synthesize each topic/issue within the paragraph.** Remove the directions when creating your section and respond in sentence structure.

**References**
**Enter all References here and keep the double-spacing format. Make sure to DELETE my instructions. All references must have either a DOI or the URL, so faculty can go to the exact source to check the validity of the article.**

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**## Assignmentonemandetorytemplate.docx**

4

**Commitment to Self-Improvement**

**Introduction**

Explain in your own words, to your readers, a little about yourself personally and professionally. For example, you can discuss the type of industry where you are employed and how you feel about that industry. Another example could be based on your training and education you have had throughout your career. You should have at least one paragraph and no more than two paragraphs of content. There are no sources in this introduction area; however,
**in the remaining of the assignment (i.e., Areas of Excellence, Areas of Development, Conclusion)**, you are required to demonstrate quality writing and must have at least 5 to 6 academic sentences and two or more separate current scholarly peer-reviewed articles (past 5 to 7 years) to synthesize each topic/issue within the paragraph. Do not end a paragraph with a source as you need to summarize any source you find by closing out each paragraph with your thoughts. Please note that short choppy sentences will not count as an academic sentence.

**Areas of Excellence**

**_Leadership_**

You will start this paragraph by explaining what leadership means with supporting evidence. You must have at least 5 to 6 academic sentences with at least two supporting scholarly articles. You will then close out the paragraph by mentioning the two strengths you possess
as a leader. This will then lead into the next level heading of Strength One and Strength Two.

**Instructions for the following two-level headings below:**

Highlight your strengths as Areas of Excellence and provide a detailed example of how you have utilized these two strengths in a professional setting. You will support your narrative with
**four** **separate** **current scholarly articles** to synthesize and validate your claims (i.e., supporting your content). Since you will discuss your
**two separate strengths** in separate sections (i.e., Strength One, Strength Two), each of your leadership sections will need two separate sources, totaling four current scholarly sources for this section of leadership. These current scholarly sources (past 5 to 7 years) will be from peer reviewed journals only, no books or trade reports. All paragraphs must have at least 5 to 6 academic sentences. Do not end a paragraph with a source as you need to summarize any source you find by closing out each paragraph with your thoughts.

**Strength One.** Start your first strength here and place your example to how you use this in a professional setting.

**Strength Two.** Start your second strength here.

Remove the directions when creating your section and respond in sentence structure..

**_Communication_**

You will start this paragraph by explaining why communication is needed in an organization with supporting evidence. Then you will mention the two strengths you possess as
an effective communicator.Highlight your strengths as Areas of Excellence and provide a detailed example of how you have utilized these two strengths in a professional setting. You will support your narrative with
**four** **current scholarly sources** to synthesize and validate your claims (i.e., supporting your content). Since you will discuss your
**two separate strengths** in separate sections (i.e., Strength One, Strength Two), each of your communication sections will need two separate sources, totaling four current scholarly sources for this section of communication. These current scholarly sources (past 5 to 7 years) will be from peer reviewed journals only, no books or trade reports. All paragraphs must have at least 5 to 6 academic sentences. Do not end a paragraph with a source as you need to summarize any source you find by closing out each paragraph with your thoughts.

**Strength One.** Start your first strength here.

**Strength Two.** Start your second strength here.

Remove the directions when creating your section and respond in sentence structure.

**_Technology_**

You will start this paragraph by explaining why an individual needs to have skills with the use of technology with supporting evidence. Then you will mention the two strengths you possess regarding
technology skills. Highlight your strengths as Areas of Excellence and provide a detailed example of how you have utilized these two strengths in a professional setting. You will support your narrative with
**four** **current scholarly sources** to synthesize and validate your claims (i.e., supporting your content). Since you will discuss your
**two separate strengths** in separate sections (i.e., Strength One, Strength Two), each of your technological sections will need two separate sources, totaling four current scholarly sources for this section of technology. These current scholarly sources (past 5 to 7 years) will be from peer reviewed journals only, no books or trade reports. All paragraphs must have at least 5 to 6 academic sentences. Do not end a paragraph with a source as you need to summarize any source you find by closing out each paragraph with your thoughts.

**Strength One.** Start your first strength here.

**Strength Two.** Start your second strength here.

Remove the directions when creating your section and respond in sentence structure.

**Areas of Development**

**_Leadership_**

You will start this paragraph by explaining why it is important to have improved leadership skills. You must have at least 5 to 6 academic sentences with at least two supporting scholarly articles. You will then close out the paragraph by mentioning the two weaknesses you possess
as a leader. This will then lead to the next level heading of Development One and Development Two.

Highlight your weaknesses as Areas of Development and provide a detailed example of how you plan to show growth in the future. You will support your narrative with
**four** **current scholarly sources** to synthesize and validate your claims (i.e., supporting your content). Since you will discuss your
**two separate weaknesses** in separate sections (i.e., Development One, Development Two), each of your leadership sections will need two separate sources, totaling four current scholarly sources for this section of leadership. These current scholarly sources (past 5 to 7 years) will be from peer reviewed journals only, no books or trade reports. All paragraphs must have at least 5 to 6 academic sentences.

**Development One.** Start your first development here.

**Development Two.** Start your second development here.

Remove the directions when creating your section and respond in sentence structure. Please remember to be detailed as this is a doctoral level submission and represents you as a leader.

**_Communication_**

You will start this paragraph by explaining why it is important to have improved communication skills. You must have at least 5 to 6 academic sentences with at least two supporting scholarly articles. You will then close out the paragraph by mentioning the two weaknesses you possess
as a leader. This will then lead to the next level heading of Development One and Development Two.

**In your first sentence, you will start this section by first mentioning two weaknesses you possess**
**as a communicator.** Highlight your weaknesses as Areas of Development and provide a detailed example of how you plan to show growth in the future regarding your communication skills. You will support your narrative with
**four** **current scholarly sources** in order to synthesize and validate your claims (i.e., supporting your content). Since you will discuss your
**two separate weaknesses** in separate sections (i.e., Development One, Development Two), each of your communication sections will need two separate sources, totaling four current scholarly sources for this section of communication. These current scholarly sources (past 5 to 7 years) will be from peer reviewed journals only, no books or trade reports. All paragraphs must have at least 5 to 6 academic sentences.

**Development One.** Start your first development here.

**Development Two.** Start your second development here.

Remove the directions when creating your section and respond in sentence structure. Please remember to be detailed as this is a doctoral level submission and represents you as a leader.

**_Technology_**

You will start this paragraph by explaining why it is important to have improved technological skills. You must have at least 5 to 6 academic sentences with at least two supporting scholarly articles. You will then close out the paragraph by mentioning the two weaknesses you possess
as a leader. This will then lead to the next level heading of Development One and Development Two.

**In your first sentence, you will start this section by first mentioning two weaknesses you possess regarding**
**technology skills.** Highlight your weaknesses as Areas of Development and provide a detailed example of how you plan to show growth in the future regarding the use of technology. You will support your narrative with
**four** **current scholarly sources** in order to synthesize and validate your claims (i.e., supporting your content). Since you will discuss your
**two separate weaknesses** in separate sections (i.e., Development One, Development Two), each of your technology sections will need two separate sources, totaling four current scholarly sources for this section of technology. These current scholarly sources (past 5 to 7 years) will be from peer reviewed journals only, no books or trade reports. All paragraphs must have at least 5 to 6 academic sentences.

**Development One.** Start your first development here.

**Development Two.** Start your second development here.

Remove the directions when creating your section and respond in sentence structure.

**Conclusion**

In this paragraph, explain why you feel this assignment could help you as you move forward in your program and career. All assignments in the course should demonstrate quality writing.
**All paragraphs must have at least 5 to 6 academic sentences and two or more current scholarly sources to synthesize each topic/issue within the paragraph.** Remove the directions when creating your section and respond in sentence structure.

**References**
**Enter all References here and keep the double-spacing format. Make sure to DELETE my instructions. All references must have either a DOI or the URL, so faculty can go to the exact source to check the validity of the article.**

**Screenshot_20250624_091821_CanvasStudent.jpg**

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**## Assignmentonemandetorytemplate.docx**

4

**Commitment to Self-Improvement**

**Introduction**

Explain in your own words, to your readers, a little about yourself personally and professionally. For example, you can discuss the type of industry where you are employed and how you feel about that industry. Another example could be based on your training and education you have had throughout your career. You should have at least one paragraph and no more than two paragraphs of content. There are no sources in this introduction area; however,
**in the remaining of the assignment (i.e., Areas of Excellence, Areas of Development, Conclusion)**, you are required to demonstrate quality writing and must have at least 5 to 6 academic sentences and two or more separate current scholarly peer-reviewed articles (past 5 to 7 years) to synthesize each topic/issue within the paragraph. Do not end a paragraph with a source as you need to summarize any source you find by closing out each paragraph with your thoughts. Please note that short choppy sentences will not count as an academic sentence.

**Areas of Excellence**

**_Leadership_**

You will start this paragraph by explaining what leadership means with supporting evidence. You must have at least 5 to 6 academic sentences with at least two supporting scholarly articles. You will then close out the paragraph by mentioning the two strengths you possess
as a leader. This will then lead into the next level heading of Strength One and Strength Two.

**Instructions for the following two-level headings below:**

Highlight your strengths as Areas of Excellence and provide a detailed example of how you have utilized these two strengths in a professional setting. You will support your narrative with
**four** **separate** **current scholarly articles** to synthesize and validate your claims (i.e., supporting your content). Since you will discuss your
**two separate strengths** in separate sections (i.e., Strength One, Strength Two), each of your leadership sections will need two separate sources, totaling four current scholarly sources for this section of leadership. These current scholarly sources (past 5 to 7 years) will be from peer reviewed journals only, no books or trade reports. All paragraphs must have at least 5 to 6 academic sentences. Do not end a paragraph with a source as you need to summarize any source you find by closing out each paragraph with your thoughts.

**Strength One.** Start your first strength here and place your example to how you use this in a professional setting.

**Strength Two.** Start your second strength here.

Remove the directions when creating your section and respond in sentence structure..

**_Communication_**

You will start this paragraph by explaining why communication is needed in an organization with supporting evidence. Then you will mention the two strengths you possess as
an effective communicator.Highlight your strengths as Areas of Excellence and provide a detailed example of how you have utilized these two strengths in a professional setting. You will support your narrative with
**four** **current scholarly sources** to synthesize and validate your claims (i.e., supporting your content). Since you will discuss your
**two separate strengths** in separate sections (i.e., Strength One, Strength Two), each of your communication sections will need two separate sources, totaling four current scholarly sources for this section of communication. These current scholarly sources (past 5 to 7 years) will be from peer reviewed journals only, no books or trade reports. All paragraphs must have at least 5 to 6 academic sentences. Do not end a paragraph with a source as you need to summarize any source you find by closing out each paragraph with your thoughts.

**Strength One.** Start your first strength here.

**Strength Two.** Start your second strength here.

Remove the directions when creating your section and respond in sentence structure.

**_Technology_**

You will start this paragraph by explaining why an individual needs to have skills with the use of technology with supporting evidence. Then you will mention the two strengths you possess regarding
technology skills. Highlight your strengths as Areas of Excellence and provide a detailed example of how you have utilized these two strengths in a professional setting. You will support your narrative with
**four** **current scholarly sources** to synthesize and validate your claims (i.e., supporting your content). Since you will discuss your
**two separate strengths** in separate sections (i.e., Strength One, Strength Two), each of your technological sections will need two separate sources, totaling four current scholarly sources for this section of technology. These current scholarly sources (past 5 to 7 years) will be from peer reviewed journals only, no books or trade reports. All paragraphs must have at least 5 to 6 academic sentences. Do not end a paragraph with a source as you need to summarize any source you find by closing out each paragraph with your thoughts.

**Strength One.** Start your first strength here.

**Strength Two.** Start your second strength here.

Remove the directions when creating your section and respond in sentence structure.

**Areas of Development**

**_Leadership_**

You will start this paragraph by explaining why it is important to have improved leadership skills. You must have at least 5 to 6 academic sentences with at least two supporting scholarly articles. You will then close out the paragraph by mentioning the two weaknesses you possess
as a leader. This will then lead to the next level heading of Development One and Development Two.

Highlight your weaknesses as Areas of Development and provide a detailed example of how you plan to show growth in the future. You will support your narrative with
**four** **current scholarly sources** to synthesize and validate your claims (i.e., supporting your content). Since you will discuss your
**two separate weaknesses** in separate sections (i.e., Development One, Development Two), each of your leadership sections will need two separate sources, totaling four current scholarly sources for this section of leadership. These current scholarly sources (past 5 to 7 years) will be from peer reviewed journals only, no books or trade reports. All paragraphs must have at least 5 to 6 academic sentences.

**Development One.** Start your first development here.

**Development Two.** Start your second development here.

Remove the directions when creating your section and respond in sentence structure. Please remember to be detailed as this is a doctoral level submission and represents you as a leader.

**_Communication_**

You will start this paragraph by explaining why it is important to have improved communication skills. You must have at least 5 to 6 academic sentences with at least two supporting scholarly articles. You will then close out the paragraph by mentioning the two weaknesses you possess
as a leader. This will then lead to the next level heading of Development One and Development Two.

**In your first sentence, you will start this section by first mentioning two weaknesses you possess**
**as a communicator.** Highlight your weaknesses as Areas of Development and provide a detailed example of how you plan to show growth in the future regarding your communication skills. You will support your narrative with
**four** **current scholarly sources** in order to synthesize and validate your claims (i.e., supporting your content). Since you will discuss your
**two separate weaknesses** in separate sections (i.e., Development One, Development Two), each of your communication sections will need two separate sources, totaling four current scholarly sources for this section of communication. These current scholarly sources (past 5 to 7 years) will be from peer reviewed journals only, no books or trade reports. All paragraphs must have at least 5 to 6 academic sentences.

**Development One.** Start your first development here.

**Development Two.** Start your second development here.

Remove the directions when creating your section and respond in sentence structure. Please remember to be detailed as this is a doctoral level submission and represents you as a leader.

**_Technology_**

You will start this paragraph by explaining why it is important to have improved technological skills. You must have at least 5 to 6 academic sentences with at least two supporting scholarly articles. You will then close out the paragraph by mentioning the two weaknesses you possess
as a leader. This will then lead to the next level heading of Development One and Development Two.

**In your first sentence, you will start this section by first mentioning two weaknesses you possess regarding**
**technology skills.** Highlight your weaknesses as Areas of Development and provide a detailed example of how you plan to show growth in the future regarding the use of technology. You will support your narrative with
**four** **current scholarly sources** in order to synthesize and validate your claims (i.e., supporting your content). Since you will discuss your
**two separate weaknesses** in separate sections (i.e., Development One, Development Two), each of your technology sections will need two separate sources, totaling four current scholarly sources for this section of technology. These current scholarly sources (past 5 to 7 years) will be from peer reviewed journals only, no books or trade reports. All paragraphs must have at least 5 to 6 academic sentences.

**Development One.** Start your first development here.

**Development Two.** Start your second development here.

Remove the directions when creating your section and respond in sentence structure.

**Conclusion**

In this paragraph, explain why you feel this assignment could help you as you move forward in your program and career. All assignments in the course should demonstrate quality writing.
**All paragraphs must have at least 5 to 6 academic sentences and two or more current scholarly sources to synthesize each topic/issue within the paragraph.** Remove the directions when creating your section and respond in sentence structure.

**References**
**Enter all References here and keep the double-spacing format. Make sure to DELETE my instructions. All references must have either a DOI or the URL, so faculty can go to the exact source to check the validity of the article.**

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November 5, 2026
[Solved] pdf

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In-depth study guidance and analytical solution covering pdf.

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Assignment Prompt & Instructions

Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 5, 2026
[Solved] TTL 407DiscussionsFOCUS DISCUSSION

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Executive Solution Overview

Today, we no longer have to go find a book to answer our questions, pull out a map to find our way, or grab a newspaper to find out what happened overnight. We use our smartphones and computers to seek answers to our questions, find our way around town, and read the news. We've learned how to ask go…

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Have this question answered from scratch according to your specific instructions and deadline.
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Assignment Prompt & Instructions

Today, we no longer have to go find a book to answer our questions, pull out a map to find our way, or grab a newspaper to find out what happened overnight. We use our smartphones and computers to seek answers to our questions, find our way around town, and read the news. We've learned how to ask good questions and validate what we read.
Think now about the classroom today. What do you think is a teacher's role in developing students' understanding of the digital world? Are teachers today responsible for teaching students to be good digital citizens and how to use technology to learn and show evidence of learning? What experiences should teachers be providing to ensure students can be successful in today's world?

November 5, 2026
[Solved] Discussion 1

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Executive Solution Overview

– ## D1.docx – ## Doc21.docx **## D1.docx** D1 – Discussion 1 300 word response Due 6/24/2025 After months of searching for information for your papers and projects for your Education Specialist program, you have become something of an expert in locating information. Review your textbook pages 18-19…

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– ## D1.docx

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D1 – Discussion 1

300 word response

Due 6/24/2025

After months of searching for information for your papers and projects for your Education Specialist program, you have become something of an expert in locating information.

Review your textbook pages 18-19 to discover the roles and activities of professional evaluators. How do you see yourself applying these principles to your work setting?
**(My work setting is an elementary education classroom)**

Remember to cite your sources. Use sources easily accessible from the internet.

**## Doc21.docx**

![A text on a page AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-1-20924183)![A close-up of a document AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-1-20924183)

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![A close up of a paper AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-1-20924183)

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**## Doc21.docx**

![A text on a page AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-1-20924183)![A close-up of a document AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-1-20924183)

![A close up of a text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-1-20924183)

![A close up of a paper AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-1-20924183)

![A close-up of a text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-1-20924183)

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**## D1.docx**

D1 – Discussion 1

300 word response

Due 6/24/2025

After months of searching for information for your papers and projects for your Education Specialist program, you have become something of an expert in locating information.

Review your textbook pages 18-19 to discover the roles and activities of professional evaluators. How do you see yourself applying these principles to your work setting?
**(My work setting is an elementary education classroom)**

Remember to cite your sources. Use sources easily accessible from the internet.

**## Doc21.docx**

![A text on a page AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-1-20924183)![A close-up of a document AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-1-20924183)

![A close up of a text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-1-20924183)

![A close up of a paper AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-1-20924183)

![A close-up of a text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-1-20924183)

## image1.png

## image2.png

## image3.png

## image4.png

## image5.png

**## D1.docx**

D1 – Discussion 1

300 word response

Due 6/24/2025

After months of searching for information for your papers and projects for your Education Specialist program, you have become something of an expert in locating information.

Review your textbook pages 18-19 to discover the roles and activities of professional evaluators. How do you see yourself applying these principles to your work setting?
**(My work setting is an elementary education classroom)**

Remember to cite your sources. Use sources easily accessible from the internet.

**## Doc21.docx**

![A text on a page AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-1-20924183)![A close-up of a document AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-1-20924183)

![A close up of a text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-1-20924183)

![A close up of a paper AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-1-20924183)

![A close-up of a text AI-generated content may be incorrect.](https://www.sweetstudy.com/questions/discussion-1-20924183)

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November 5, 2026
[Solved] week 2 discussion 2

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Now that you have a solid foundation of the risk factors that influence behavior and brain development, you can use this information and apply it toward helping children who demonstrate challenging behavior. One of the ways we can do this is by building resiliency in children. Resilience is “the abi…

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Now that you have a solid foundation of the risk factors that influence behavior and brain development, you can use this information and apply it toward helping children who demonstrate challenging behavior. One of the ways we can do this is by building resiliency in children. Resilience is “the ability to overcome serious hardship” (Harvard University, Center on the Developing Child, n.d., para. 1). By understanding the impact of these factors on children’s behavior, we can teach them strategies to help them recover from hardship and challenges. In the discussion this week, you will have the chance to apply some resilience strategies to the children in the _ECD 410 Behavioral Methods Case Studies_.
To prepare for this discussion,
– Refer to the Week 2 Instructor Guidance for tips and examples that will support your success on this discussion.
– Read Chapter 3: Resilience.
– Read [_Building Resilience in Young Children: Booklet for Parents of Children From Birth to Six Years_Links to an external site.](https://resources.beststart.org/wp-content/uploads/2018/11/K35-E.pdf) _._
– Read Part 2 of the [_ECD410 Behavioral Methods Case Studies_](https://uagc.instructure.com/courses/147361/files/23354579?wrap=1) [Download ECD410 Behavioral Methods Case Studies](https://uagc.instructure.com/courses/147361/files/23354579/download?download_frd=1) interactive. Focus on the same two children from the case studies book that you focused on in your Week 1 Behavior Risk Factors (Case Study) discussion.
In your initial post,
– List the names of the two children you will be focusing on as the first line of your post.
– Describe three factors that foster resilience.
– Summarize one resilience strategy that you would use with the first child.
– Provide a rationale for why you think this resilience strategy would be effective for this child.
– Summarize one resilience strategy that you would use with the second child.
– Provide a rationale for why you think this resilience strategy would be effective for this child.
\
ECD410CaseStudyAccessiblePDF.pdf](https://www.sweetstudy.com/files/ecd410casestudyaccessiblepdf-pdf-10331677 "ECD410CaseStudyAccessiblePDF.pdf")
\
K35-E-2.pdf](https://www.sweetstudy.com/files/k35-e-2-pdf "K35-E-2.pdf")

November 5, 2026
[Solved] lesson plan

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Lesson topic: Finding medians in frequency distribution Every lesson plan has many components. Sometimes these vary a little teacher by teacher, but these are the ones you must include: Essential Question – This is a question your students should be able to answer by the end of the lesson. Think of …

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Lesson topic: Finding medians in frequency distribution
Every lesson plan has many components. Sometimes these vary a little teacher by teacher, but these are the
ones you must include:
Essential Question – This is a question your students should be able to answer by the end of the
lesson. Think of it as an overarching theme of the lesson in the form of a question.
Do Now – This is something you want your students to do as soon as they walk into the room. Your
demo lesson is only 15 minutes, so you may or may not want to include a Do Now in your delivery,
but you should have one in your lesson plan.
Objectives – These are divided into two parts. Indicate content you want your students to learn and
skills you want them to learn or practice.
Prior Knowledge – Describe what students need to already know in order to learn the material in
your lesson
Materials – What physical materials do you need to perform this lesson. If another teacher hopes to
give the same lesson, what would they need?
Assessment – How do you plan to assess whether or not students are understanding the lesson.
These could include something informal, such as questions students are asking, or something formal
such as exit slips. You will use these assessments to help you reflect on the success of the lesson.
Activities – This is a description of what is actually happening in the lesson. It is a set of instructions
to another teacher if they want to repeat the lesson with their class.
Teacher Roles – You can do this in a separate section or throughout your activities plan. What is
each teacher doing? If there is group work, what is each person doing during that time?
Additional Notes – This is where you can include notes to yourself or to your supervisors to justify
your choices. It might include why you chose to group the students the way you did, how your
lesson provides multiple entry points for students at all levels of understanding, how your lesson
appeals to different types of learners, etc.
https://brightspace.cuny.edu/content/enforced/871663-BMC01_MAT_216_1256_6W1_1242/csfiles/home_dir/courses/BMC01_MAT_216_9375_1236_6W1/BMC01_MAT_216_9375_1236_6W1/BMC01_MAT_216_5663_1226_6W1/BMC01_MAT_216_0500_1219_1/Engage%20NY%20math-g6-m6-teacher-materials.pdf?ou=871663
https://brightspace.cuny.edu/content/enforced/871663-BMC01_MAT_216_1256_6W1_1242/csfiles/home_dir/courses/BMC01_MAT_216_9375_1236_6W1/BMC01_MAT_216_9375_1236_6W1/BMC01_MAT_216_5663_1226_6W1/BMC01_MAT_216_0500_1219_1/Engage%20NY%20math-g6-m6-student-materials.pdf?ou=871663
\
MAT216Lesson13-2MeasuresofCentralTendency1.pdf](https://www.sweetstudy.com/files/mat216lesson13-2measuresofcentraltendency1-pdf "MAT216Lesson13-2MeasuresofCentralTendency1.pdf")

November 5, 2026
[Solved] Catherine Owens Group DQ 1

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In-depth study guidance and analytical solution covering Catherine Owens Group DQ 1.

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Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

November 5, 2026
[Solved] Unit 1 Discussion 1

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## Unit 1: Discussion Question 1 **Discussion Questions:** Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m. – **Discussion Question 1** _(10 points)_ – Prompt: Share the most interesting and informative comment…

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## Unit 1: Discussion Question 1
**Discussion Questions:** Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.
– **Discussion Question 1** _(10 points)_
– Prompt: Share the most interesting and informative comments made by the community leaders you interviewed for the Common Assessment Part A, Step 1. Be sure to provide context so the reader can understand your local community setting and challenges.
The Discussion is due Wednesday 06/25/2025 at 9:00 p.m. I stay in Mississippi so please adhere to the time zone.
The interview is based on knowledgeable community leaders to gain insight into their perceptions of trends and patterns in educational growth in the community. Take notes or record the interview for later transcribing. Notice comments the community leaders make about culture, economic issues, divisiveness, community or school problems, infrastructure, communication avenues, parent organizations or volunteers, local political issues/governance that affect the school, gaining community support of the school, and legal concerns they have noticed that affect the school. _Examples of community leaders to consider for the interviews: former superintendent, former principal, mayor, school board member, city council member, chancery clerk, Board of Supervisors member, alderman, business owner, religious leader, etc. (Do NOT interview a teacher.)_
The two people interviewed were Laura Mattox (former Principal) and Tanesha Erve (School Board Member)

November 5, 2026
[Solved] Unit 1 Discussion 1

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Executive Solution Overview

## Unit 1: Discussion Question 1 **Discussion Questions:** Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m. – **Discussion Question 1** _(10 points)_ – Prompt: Share the most interesting and informative comment…

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Assignment Prompt & Instructions

## Unit 1: Discussion Question 1
**Discussion Questions:** Post your initial responses to the discussion forum by Wednesday 11:59 p.m. and respond to the discussion of others by Saturday 11:59 p.m.
– **Discussion Question 1** _(10 points)_
– Prompt: Share the most interesting and informative comments made by the community leaders you interviewed for the Common Assessment Part A, Step 1. Be sure to provide context so the reader can understand your local community setting and challenges.
The Discussion is due Wednesday 06/25/2025 at 9:00 p.m. I stay in Mississippi so please adhere to the time zone.
The interview is based on knowledgeable community leaders to gain insight into their perceptions of trends and patterns in educational growth in the community. Take notes or record the interview for later transcribing. Notice comments the community leaders make about culture, economic issues, divisiveness, community or school problems, infrastructure, communication avenues, parent organizations or volunteers, local political issues/governance that affect the school, gaining community support of the school, and legal concerns they have noticed that affect the school. _Examples of community leaders to consider for the interviews: former superintendent, former principal, mayor, school board member, city council member, chancery clerk, Board of Supervisors member, alderman, business owner, religious leader, etc. (Do NOT interview a teacher.)_
The two people interviewed were Laura Mattox (former Principal) and Tanesha Erve (School Board Member)

November 5, 2026
[Solved] Lit Review 2 Theme 4 and 5

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See Attached – ## InstructionsLitReveiw21.docx – ## TABLEOFCONTENTSFORCHAPTERII-Themes1.docx – ## JEReferences1.docx – ## ThemeIII-SpecialEducationContext.docx – JETheme11.docx – JERevisedMatrix2.202431.docx **## InstructionsLitReveiw21.docx** Instructions This is another Literature review. I have a…

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See Attached

– ## InstructionsLitReveiw21.docx

– ## TABLEOFCONTENTSFORCHAPTERII-Themes1.docx

– ## JEReferences1.docx

– ## ThemeIII-SpecialEducationContext.docx

– JETheme11.docx
– JERevisedMatrix2.202431.docx

**## InstructionsLitReveiw21.docx**

Instructions

This is another Literature review. I have already done Theme I. I am attaching it so that as you write theme II you can make sure that it flows together. I only need you to write themes 2-5 of this literature review. However, Theme II is due this Sunday at midnight. So as soon as you do theme II, please send it back to me quickly. You can continue to work on the other themes as there is no rush for them. But again, please send theme II as soon as you are done. Please see attachments for my references and outline as well as theme I.

Thanks

**## TABLEOFCONTENTSFORCHAPTERII-Themes1.docx**

**TABLE OF CONTENTS FOR CHAPTER II – LITERATURE REVIEW**

**Introduction** ……………………………………………………………………………………………………. 10

**Theme I: Historical Perspectives on Teacher Attrition** ………………………………………. 11
Evolution of Teacher Attrition in the United States …………………………………………….. 12
Legislative and Policy Impacts on Teacher Retention …………………………………………. 13
Theoretical Foundations of Teacher Attrition ……………………………………………………. 14

**Theme II: Mental Health and Teacher Well-being** …………………………………………….. 15
Stress and Emotional Exhaustion in the Teaching Profession ……………………………… 16
Building Resilience and Promoting Self-Care ……………………………………………………. 17
Mental Health Support and Access in School Environments ……………………………….. 18

**Theme III: Special Education Context** ………………………………………………………………. 19
Overview of Special Education and Legal Mandates ………………………………………….. 20
Teacher Preparation and Challenges in Special Education …………………………………. 21
Burnout and Retention Among Special Education Teachers ……………………………….. 22

**Theme IV: Administrative Support and Leadership** ……………………………………………. 23
Leadership Styles and Their Influence on Teacher Retention ………………………………. 24
Administrative Support and Professional Empowerment ……………………………………. 25
School Culture, Morale, and Shared Decision-Making ………………………………………… 26

**Theme V: Professional Development and Training** …………………………………………… 27
Effective Professional Development for Teacher Retention ………………………………… 28
Mentorship, Coaching, and Collaborative Practices …………………………………………… 29
Barriers to Continuous Learning and Skill Application ……………………………………….. 30

**Summary** ……………………………………………………………………………………………………… 31

**## JEReferences1.docx**

**References**

Thomas, Michael Dean (2024): Special Education Teacher Retention: Identifying Factors Influencing Retention and Attrition

Pollard, Kristina Rayshelle (2024): The Challenges and Opportunities in the Retention of Novice Teachers in Grades K–12 in Rural South Mississippi

Williams, Jacquelyn Nicole (2021): “It Comes with the Job”: A Mixed Methods Study on Teacher Mental Health, the School Environment, and School Leader Practices

Vandegriffe, Kathy et al. (2024): Principal Perceived Strategies to Support Teacher Retention Throughout a Teacher’s Career

Wheaton, Cayla Jeanette (2022): Special Education Teacher Shortage: Reducing Attrition and Increasing Retention of Special Education Teachers

Bettini, E. L., Gilmour, A., & Jacobson, A. (2024): Addressing Special Education Staffing Shortages: Strategies for Schools

Bettini, E. L., Gilmour, A., & Jacobson, A. (2024): Retention Is the Missing Ingredient in Special Education Staffing

Agyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2023): Stress, Burnout, Anxiety, and Depression Among Teachers: A Scoping Review

Clarà, M., Vallés, A., Coiduras, J., Silva, P., Justiniano, B., López, T., Padula, B., Barril, J. P., Cavalcante, S., Chávez, J., Donoso, D., Marchán, P., Silvestre Ramos, F., & Uribe, C. P. (2022): Unpacking the Role of Work Demands in Teacher Burnout: Cognitive Effort as a Protective Factor

Doan, S., Steiner, E. D., Pandey, R., & Woo, A. (2023): Teacher Well-being and Intentions to Leave: Findings from the 2023 State of the American Teacher Survey

Walker, T. (2021). Burnout Solutions to Prevent Teacher Resignations

Skaalvik, E. M., & Skaalvik, S. (2017). Teacher Self-efficacy and Teacher Burnout: A Study of Relations

Skaalvik, E. M., & Skaalvik, S. (2017). Teacher Stress and Teachers' Well-being: A Study of Relations with Job Satisfaction and Motivation

Singer, E. A. (2023). Drawn to the Flame: Teachers’ Stories of Burnout

Shann, M. H. (2001). Professional Commitment and Satisfaction of Teachers in Urban Middle Schools

Richards, K. A. R., Levesque-Bristol, C., Templin, T. J., & Graber, K. C. (2016). The Impact of Resilience on Role Stressors and Burnout in Elementary and Secondary Teachers

Papay, J. P., Bacher-Hicks, A., Page, L. C., & Marinell, W. H. (2017). The Challenge of Teacher Retention in Urban Schools: Evidence of Variation from a Cross-site Analysis

Öztürk, M., Bulut, M. B., & Yildiz, M. (2021). Predictors of Teacher Burnout in Middle Education: School Culture and Self-Efficacy

Nordell, B. B. (2021). Avoiding Burnout: How Exemplary Teachers Find Fuel and Cultivate Success

Mielke, C. (2019). The Burnout Cure: Learning to Love Teaching Again

Menzies, L. (2023). Continuity and Churn: Understanding and Responding to the Impact of Teacher Turnover

Maslach, C., & Leiter, M. P. (2016). Understanding the Burnout Experience: Recent Research and Its Implications for Psychiatry

Kasalak, G., & Dagyar, M. (2022). Teacher Burnout and Demographic Variables as Predictors of Teachers’ Enthusiasm

Kalu, G. (2020). Teacher Retention in Rural School Districts: Challenges and Opportunities

Johnson, S. M., & Birkeland, S. E. (2003). Pursuing a Sense of Success: New Teachers Explain Their Career Decisions

Ingersoll, R. M. (2001). Teacher Turnover and Teacher Shortages: An Organizational Analysis

Genoud, P. A., & Waroux, E. L. (2021). The Impact of Negative Affectivity on Teacher Burnout

Dung, V., Trang, V. T., & Lan, N. T. M. (2024). Workload Doesn't Mean Exhaustion: Antecedents of Teacher Burnout

Darling-Hammond, L., & Sykes, G. (2003). Wanted: A National Teacher Supply Policy for Education

Clarà, M., Vallés, A., Coiduras, J., et al. (2022). Unpacking the Role of Work Demands in Teacher Burnout: Cognitive Effort as a Protective Factor

Borman, G. D., & Dowling, N. M. (2008). Teacher Attrition and Retention: A Meta-Analytic and Narrative Review

Doan, S., Steiner, E. D., Pandey, R., & Woo, A. (2023). Teacher Well-being and Intentions to Leave

Padmanabhanunni, A., & Pretorius, T. B. (2023). Teacher Burnout in the Time of COVID-19: Antecedents and Psychological Consequences

**## ThemeIII-SpecialEducationContext.docx**

7

Theme III – Special Education Context

Submitted to Dr

EDL 821: Capstone I

Summer 2025

## **Theme III – Special Education Context**

In this part, the essay emphasizes on stress, emotional exhaustion, and well-being in special education. In the previous section, it has been revealed how the general classroom pressures undermine teacher resilience. Special education involves distinctive legal needs, heavy loads of work and risks of experiencing burnout. This part of the work reviews three aspects: the description of special education and legal requirements that should be met; the routes of preparation and special educator shortages; and trends in burnout and choosing to remain in this occupation.

### **Overview of Special Education and Legal Mandates**

The origin of special education law dates back to 1975 when the Education of All Handicapped Children Act was conceptualized; this law challenged the implementation of a compulsory special education program in the government schools (Dragoo, 2024). In 1990 and 2004 it was reauthorized again as the Individuals with Disabilities Education Act (IDEA). In order to deliver the least restrictive environment, IDEA ensures that every authoritative student receives Free Appropriate Public Education (FAPE) (Dragoo, 2024). The districts are required to comply with the specific guidelines of the federal government to be able to get such federal funds. They need to take formal evaluation, organize multidisciplinary IEP and make written progress reports.

Under IDEA, schools are required to formulate the Individualized Education Programs (IEPs) that state individual needs of each student (their special requirements, accommodations, and services). These plans involve the cooperation of teachers, therapists, parents and administrators (Hayes & Bulat, 2017). However, special educators dedicate a greater volume of time to the paper works and meetings than they would to the instructions. In a national survey, special educators declared spending more than 32% of the time mainly through direct instructing on the job, and the rest in compliance tasks. Institutional leaders and teachers lose morale and lower institutional instructional quality with that imbalance (Blad, 2024). In spite of these protection mechanisms, there are shortages. In March 2024 the U.S had filled 51% of special education jobs in the public school sector (Bettini & Gilmour, 2024). There are approximately 13.5 million students who are dependent on 445,215 special educators but nearly 8% of the teachers are not completely credentialed (Bettini & Gilmour, 2024). Constant vacancies make remaining staff to accommodate additional caseload and paper works. This strain aggravates the turnover and leads to the destabilizing of the program.

Adequacy is also a liability to the rules of the law. IDEA gives a special educator duty to fill vacancies with the highly qualified special educators. Practically, districts have history of recruiting teachers with emergency, or uncertified credential to fill basic staffing requirements. The strategy is capable of flouting the federal regulations and exacerbating inequalities since the low-income schools have the highest chances of recruiting the emergency hires. According to Wheaton (2022), such hires often have no experience with the development of IEPs or inclusive practice, creating even more disparities in the provision of services. Thomas (2024) insists that the extent of such compliance requirements- combined with large caseload requirements- is the cause of turnover among those working as special educators. Federal requirements guard the interests of the students and at the same time increase the workload burden on the already crumbled workforce. To reconcile the needs of quality teaching and the legal requirements, the shortage of the staff will have to be addressed in a more chronic way. It is critical to get a grasp on this law-practice-capacity interaction before breaking down preparation routes and retention plans in the field of special education.

### **Teacher Preparation and Challenges in Special Education**

The process of becoming a special education teacher normally entails the acquisition of a bachelor degree and engaging in some special needs course work, qualifying score in state certification exams and doing a student teaching in special education settings. It has been found that a sufficient amount of clinical experience is essential: the candidates who go through at least ten weeks of student teaching show better retention in the early years of meeting their career goals as opposed to the candidates who receive minimal exposure to the field (Francies et al., 2021; Ronfeldt, 2021). Long internships enable inexperienced people to understand how to develop IEP, manage behavior and partner with service providers in the real world.

To prepare is such an array of preparation programs of different levels of rigorous and length. Prolonged and more intensified fieldwork experiences have the potential to protect the newcomers and inexperienced workers against premature disillusionment due to the confusion that is caused by the unrealistic expectations about the job (Francies et al., 2021). On the other hand, there is little or no preparation, which makes the teachers ill-prepared to handle their complex caseload and paperwork that characterizes the profession. According to Carver-Thomas and Darling-Hammond (2017), the overall preparation was strongly linked to turnover rates lower among the special education and the value of field based learning in the securing steadfast commitment.

Though alternative certification programs and garden-grow-your-own programs provide general skillful paths into special education, they do not usually permit constant clinical training. As it has been emphasized by Wheaton (2022), educators who arrive through emergency credentials need an effective induction and a strong professional learning experience in order to work with high-need classrooms efficiently. These candidates have to struggle with high learning curves unless there is a specific support that would get them down without stress and turnover.

To stimulate the areas of gaps in preparation, the scholars offer the substantiated mentoring, organizing feedback, and coaching models in the frame of Educator Preparation Programs (EPPs). SMIRC framework is a multilevel framework based on the principles of Self-care, Management, Interaction, Relationships, and Collaboration with the candidates to provide them with coping skills and real practical skills as the tools to sustain practice within the profession (Jackson & Parker, 2023). The timely combination of these principles by means of controlled fieldwork, checkpoints of reflection and interaction with more experienced mentors can reinforce the newcomer resilience and connection to the field.

### **Burnout and Retention Among Special Education Teachers**

The causes of burnout among the special educators entail high workload, emotional pressure, and lack of support. The needs of people with IEPs and the conducted low-level dialogues with service providers create constant pressure and stress (Bettini et al., 2024; Thomas, 2024). Excessive paperwork, stagnation-of-the-jobs compliance deadlines, and short planning time add on to the stress. As Thomas (2024) highlights, the scope of the needs of students and observance of the requirements of IDEA/ESSA reflect the direct increase in work-related stress levels of special educators, which drives their exit decisions in great numbers.

Burnout is determined by leadership and collegial support a lot. The goal of special educators should be to seek jobs that can increase job satisfaction and reduce the intention to leave when the administrators provide them enough time to plan their lessons, simplify non-instructional tasks, and embrace cultures of collaboration (Blad, 2024). On the other hand, isolation, vague policy, and top down directive kill the morale. Blad (2024) claim that when a policy-based leadership support is absent and embedded support-based training is not provided, then the recruitment of vacancies comes as a short-term solution instead of a long-term one.

Keeping the trained special educators is good to the students, schools and districts. Special education stability can facilitate long-term planning, a regular assessment of the intervention application, and resource utilization (Thomas, 2024; Wheaton, 2022). Retention saves the cost of recruitment and training, improves the quality of instructions and ensures legality (Thomas, 2024). Where there is a decrease of turnover, the districts will be able to reinvest in professional learning communities, data-driven direction and continuity of the curricula that raise student performance.

The main idea of effective retention strategies is to be focused on the improvement of teacher well-being and professional growth. Capacity and solidarity is developed through mentorship programs, peer coaching circles and target workshops (Shuls & Flores, 2020). Constant feedback, acknowledgment of success and decision making over the instructional decisions allow special educators to exercise control and confirm their authority. Monetary benefits, canceling loans, and “grow-your-own” programs are tools that draw individuals and need to be accompanied by a change in culture in the system itself to decrease burnout and increase a sense of belonging (Bettini et al., 2024). Chronic overload can be reduced by addressing work load; for example, by simplifying the IEP process, changing the caseload, and including paraeducators (Blad, 2024). In the same manner, collaborative planning, namely included between general and special educator time, will improve the level of aligned instructions and decrease the number of planning redundancies. The shared responsibility and reductions in isolation are supported by this coordinated model of scheduling.

Retention of the special education personnel requires a twofold approach of policy and practice. The statutes of the federal government and the state governments should not be too high on accountability levels or on the allocation of resources based on the realities at hand. The district leaders should have specific directives and funds that will allow the establishment of induction, mentoring, and professional learning frameworks. Meanwhile, the schools are to nurture inclusive cultures in which special educators should feel they have been heard, assisted, and valued.

****References****
Bettini, E. L., Gilmour, A., & Jacobson, A. (2024). Addressing special education staffing shortages: Strategies for schools. Education Commission of the States

Blad, E. (2024, May 13). Retention Is the Missing Ingredient in Special Education Staffing.
_Education Week_.
[https://www.edweek.org/leadership/retention-is-the-missing-ingredient-in-special-education-staffing/2024/05](https://www.edweek.org/leadership/retention-is-the-missing-ingredient-in-special-education-staffing/2024/05)

Carver-Thomas, D., & Darling-Hammond, L. (2017).
_Teacher Turnover: Why It Matters and What We Can Do About It_.
[https://learningpolicyinstitute.org/media/174/download?inline&file=Teacher_Turnover_REPORT.pdf](https://learningpolicyinstitute.org/media/174/download?inline&file=Teacher_Turnover_REPORT.pdf)

Dragoo, K. (2024, August 20).
_The Individuals with Disabilities Education Act (IDEA), Part B: Key Statutory and Regulatory Provisions_. Congress.gov.
[https://www.congress.gov/crs-product/R41833](https://www.congress.gov/crs-product/R41833)

Francies, C., Glover, S., & Jamieson, C. (2021). Enhancing Teacher Preparation Through Clinical Experience " ". In
_ecs.org | @EdCommission POLICY BRIEF_.
[https://files.eric.ed.gov/fulltext/ED615164.pdf](https://files.eric.ed.gov/fulltext/ED615164.pdf)

Jackson, K., & Parker, L. (2023). Building Resilience: Strategies to Combat Burnout and Attrition in New Special Education Teachers.
_Journal of Special Education Preparation_,
_3_(3), 56–70.
[https://doi.org/10.33043/josep.3.3.56-70](https://doi.org/10.33043/josep.3.3.56-70)

Ronfeldt, M. (2021). Links Among Teacher Preparation, Retention, and Teaching Effectiveness. In
_Evaluating and Improving Teacher Preparation Programs_ (pp. 1–31).
[https://doi.org/10.31094/2021/3/1](https://doi.org/10.31094/2021/3/1)

Shuls, J., & Flores, J. (2020). Improving teacher retention through support and development.
_Journal of Educational Leadership and Policy Studies (JELPS)_,
_4_(1).
[https://files.eric.ed.gov/fulltext/EJ1282763.pdf](https://files.eric.ed.gov/fulltext/EJ1282763.pdf)

Thomas, M. D. (2024). Special Education Teacher Retention: Identifying Factors Influencing Retention and Attrition. In
_ProQuest LLC_. ProQuest LLC.
[https://eric.ed.gov/?q=special+education+&ff1=dtySince_2016&id=ED653619](https://eric.ed.gov/?q=special+education+&ff1=dtySince_2016&id=ED653619)

Wheaton, C. J. (2022). Special education teacher shortage: Reducing attrition and increasing retention of special education teachers.
[https://www.proquest.com/docview/2934048035](https://www.proquest.com/docview/2934048035)

**JETheme11.docx**

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**JERevisedMatrix2.202431.docx**

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**## InstructionsLitReveiw21.docx**

Instructions

This is another Literature review. I have already done Theme I. I am attaching it so that as you write theme II you can make sure that it flows together. I only need you to write themes 2-5 of this literature review. However, Theme II is due this Sunday at midnight. So as soon as you do theme II, please send it back to me quickly. You can continue to work on the other themes as there is no rush for them. But again, please send theme II as soon as you are done. Please see attachments for my references and outline as well as theme I.

Thanks

**## TABLEOFCONTENTSFORCHAPTERII-Themes1.docx**

**TABLE OF CONTENTS FOR CHAPTER II – LITERATURE REVIEW**

**Introduction** ……………………………………………………………………………………………………. 10

**Theme I: Historical Perspectives on Teacher Attrition** ………………………………………. 11
Evolution of Teacher Attrition in the United States …………………………………………….. 12
Legislative and Policy Impacts on Teacher Retention …………………………………………. 13
Theoretical Foundations of Teacher Attrition ……………………………………………………. 14

**Theme II: Mental Health and Teacher Well-being** …………………………………………….. 15
Stress and Emotional Exhaustion in the Teaching Profession ……………………………… 16
Building Resilience and Promoting Self-Care ……………………………………………………. 17
Mental Health Support and Access in School Environments ……………………………….. 18

**Theme III: Special Education Context** ………………………………………………………………. 19
Overview of Special Education and Legal Mandates ………………………………………….. 20
Teacher Preparation and Challenges in Special Education …………………………………. 21
Burnout and Retention Among Special Education Teachers ……………………………….. 22

**Theme IV: Administrative Support and Leadership** ……………………………………………. 23
Leadership Styles and Their Influence on Teacher Retention ………………………………. 24
Administrative Support and Professional Empowerment ……………………………………. 25
School Culture, Morale, and Shared Decision-Making ………………………………………… 26

**Theme V: Professional Development and Training** …………………………………………… 27
Effective Professional Development for Teacher Retention ………………………………… 28
Mentorship, Coaching, and Collaborative Practices …………………………………………… 29
Barriers to Continuous Learning and Skill Application ……………………………………….. 30

**Summary** ……………………………………………………………………………………………………… 31

**## JEReferences1.docx**

**References**

Thomas, Michael Dean (2024): Special Education Teacher Retention: Identifying Factors Influencing Retention and Attrition

Pollard, Kristina Rayshelle (2024): The Challenges and Opportunities in the Retention of Novice Teachers in Grades K–12 in Rural South Mississippi

Williams, Jacquelyn Nicole (2021): “It Comes with the Job”: A Mixed Methods Study on Teacher Mental Health, the School Environment, and School Leader Practices

Vandegriffe, Kathy et al. (2024): Principal Perceived Strategies to Support Teacher Retention Throughout a Teacher’s Career

Wheaton, Cayla Jeanette (2022): Special Education Teacher Shortage: Reducing Attrition and Increasing Retention of Special Education Teachers

Bettini, E. L., Gilmour, A., & Jacobson, A. (2024): Addressing Special Education Staffing Shortages: Strategies for Schools

Bettini, E. L., Gilmour, A., & Jacobson, A. (2024): Retention Is the Missing Ingredient in Special Education Staffing

Agyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2023): Stress, Burnout, Anxiety, and Depression Among Teachers: A Scoping Review

Clarà, M., Vallés, A., Coiduras, J., Silva, P., Justiniano, B., López, T., Padula, B., Barril, J. P., Cavalcante, S., Chávez, J., Donoso, D., Marchán, P., Silvestre Ramos, F., & Uribe, C. P. (2022): Unpacking the Role of Work Demands in Teacher Burnout: Cognitive Effort as a Protective Factor

Doan, S., Steiner, E. D., Pandey, R., & Woo, A. (2023): Teacher Well-being and Intentions to Leave: Findings from the 2023 State of the American Teacher Survey

Walker, T. (2021). Burnout Solutions to Prevent Teacher Resignations

Skaalvik, E. M., & Skaalvik, S. (2017). Teacher Self-efficacy and Teacher Burnout: A Study of Relations

Skaalvik, E. M., & Skaalvik, S. (2017). Teacher Stress and Teachers' Well-being: A Study of Relations with Job Satisfaction and Motivation

Singer, E. A. (2023). Drawn to the Flame: Teachers’ Stories of Burnout

Shann, M. H. (2001). Professional Commitment and Satisfaction of Teachers in Urban Middle Schools

Richards, K. A. R., Levesque-Bristol, C., Templin, T. J., & Graber, K. C. (2016). The Impact of Resilience on Role Stressors and Burnout in Elementary and Secondary Teachers

Papay, J. P., Bacher-Hicks, A., Page, L. C., & Marinell, W. H. (2017). The Challenge of Teacher Retention in Urban Schools: Evidence of Variation from a Cross-site Analysis

Öztürk, M., Bulut, M. B., & Yildiz, M. (2021). Predictors of Teacher Burnout in Middle Education: School Culture and Self-Efficacy

Nordell, B. B. (2021). Avoiding Burnout: How Exemplary Teachers Find Fuel and Cultivate Success

Mielke, C. (2019). The Burnout Cure: Learning to Love Teaching Again

Menzies, L. (2023). Continuity and Churn: Understanding and Responding to the Impact of Teacher Turnover

Maslach, C., & Leiter, M. P. (2016). Understanding the Burnout Experience: Recent Research and Its Implications for Psychiatry

Kasalak, G., & Dagyar, M. (2022). Teacher Burnout and Demographic Variables as Predictors of Teachers’ Enthusiasm

Kalu, G. (2020). Teacher Retention in Rural School Districts: Challenges and Opportunities

Johnson, S. M., & Birkeland, S. E. (2003). Pursuing a Sense of Success: New Teachers Explain Their Career Decisions

Ingersoll, R. M. (2001). Teacher Turnover and Teacher Shortages: An Organizational Analysis

Genoud, P. A., & Waroux, E. L. (2021). The Impact of Negative Affectivity on Teacher Burnout

Dung, V., Trang, V. T., & Lan, N. T. M. (2024). Workload Doesn't Mean Exhaustion: Antecedents of Teacher Burnout

Darling-Hammond, L., & Sykes, G. (2003). Wanted: A National Teacher Supply Policy for Education

Clarà, M., Vallés, A., Coiduras, J., et al. (2022). Unpacking the Role of Work Demands in Teacher Burnout: Cognitive Effort as a Protective Factor

Borman, G. D., & Dowling, N. M. (2008). Teacher Attrition and Retention: A Meta-Analytic and Narrative Review

Doan, S., Steiner, E. D., Pandey, R., & Woo, A. (2023). Teacher Well-being and Intentions to Leave

Padmanabhanunni, A., & Pretorius, T. B. (2023). Teacher Burnout in the Time of COVID-19: Antecedents and Psychological Consequences

**## ThemeIII-SpecialEducationContext.docx**

7

Theme III – Special Education Context

Submitted to Dr

EDL 821: Capstone I

Summer 2025

## **Theme III – Special Education Context**

In this part, the essay emphasizes on stress, emotional exhaustion, and well-being in special education. In the previous section, it has been revealed how the general classroom pressures undermine teacher resilience. Special education involves distinctive legal needs, heavy loads of work and risks of experiencing burnout. This part of the work reviews three aspects: the description of special education and legal requirements that should be met; the routes of preparation and special educator shortages; and trends in burnout and choosing to remain in this occupation.

### **Overview of Special Education and Legal Mandates**

The origin of special education law dates back to 1975 when the Education of All Handicapped Children Act was conceptualized; this law challenged the implementation of a compulsory special education program in the government schools (Dragoo, 2024). In 1990 and 2004 it was reauthorized again as the Individuals with Disabilities Education Act (IDEA). In order to deliver the least restrictive environment, IDEA ensures that every authoritative student receives Free Appropriate Public Education (FAPE) (Dragoo, 2024). The districts are required to comply with the specific guidelines of the federal government to be able to get such federal funds. They need to take formal evaluation, organize multidisciplinary IEP and make written progress reports.

Under IDEA, schools are required to formulate the Individualized Education Programs (IEPs) that state individual needs of each student (their special requirements, accommodations, and services). These plans involve the cooperation of teachers, therapists, parents and administrators (Hayes & Bulat, 2017). However, special educators dedicate a greater volume of time to the paper works and meetings than they would to the instructions. In a national survey, special educators declared spending more than 32% of the time mainly through direct instructing on the job, and the rest in compliance tasks. Institutional leaders and teachers lose morale and lower institutional instructional quality with that imbalance (Blad, 2024). In spite of these protection mechanisms, there are shortages. In March 2024 the U.S had filled 51% of special education jobs in the public school sector (Bettini & Gilmour, 2024). There are approximately 13.5 million students who are dependent on 445,215 special educators but nearly 8% of the teachers are not completely credentialed (Bettini & Gilmour, 2024). Constant vacancies make remaining staff to accommodate additional caseload and paper works. This strain aggravates the turnover and leads to the destabilizing of the program.

Adequacy is also a liability to the rules of the law. IDEA gives a special educator duty to fill vacancies with the highly qualified special educators. Practically, districts have history of recruiting teachers with emergency, or uncertified credential to fill basic staffing requirements. The strategy is capable of flouting the federal regulations and exacerbating inequalities since the low-income schools have the highest chances of recruiting the emergency hires. According to Wheaton (2022), such hires often have no experience with the development of IEPs or inclusive practice, creating even more disparities in the provision of services. Thomas (2024) insists that the extent of such compliance requirements- combined with large caseload requirements- is the cause of turnover among those working as special educators. Federal requirements guard the interests of the students and at the same time increase the workload burden on the already crumbled workforce. To reconcile the needs of quality teaching and the legal requirements, the shortage of the staff will have to be addressed in a more chronic way. It is critical to get a grasp on this law-practice-capacity interaction before breaking down preparation routes and retention plans in the field of special education.

### **Teacher Preparation and Challenges in Special Education**

The process of becoming a special education teacher normally entails the acquisition of a bachelor degree and engaging in some special needs course work, qualifying score in state certification exams and doing a student teaching in special education settings. It has been found that a sufficient amount of clinical experience is essential: the candidates who go through at least ten weeks of student teaching show better retention in the early years of meeting their career goals as opposed to the candidates who receive minimal exposure to the field (Francies et al., 2021; Ronfeldt, 2021). Long internships enable inexperienced people to understand how to develop IEP, manage behavior and partner with service providers in the real world.

To prepare is such an array of preparation programs of different levels of rigorous and length. Prolonged and more intensified fieldwork experiences have the potential to protect the newcomers and inexperienced workers against premature disillusionment due to the confusion that is caused by the unrealistic expectations about the job (Francies et al., 2021). On the other hand, there is little or no preparation, which makes the teachers ill-prepared to handle their complex caseload and paperwork that characterizes the profession. According to Carver-Thomas and Darling-Hammond (2017), the overall preparation was strongly linked to turnover rates lower among the special education and the value of field based learning in the securing steadfast commitment.

Though alternative certification programs and garden-grow-your-own programs provide general skillful paths into special education, they do not usually permit constant clinical training. As it has been emphasized by Wheaton (2022), educators who arrive through emergency credentials need an effective induction and a strong professional learning experience in order to work with high-need classrooms efficiently. These candidates have to struggle with high learning curves unless there is a specific support that would get them down without stress and turnover.

To stimulate the areas of gaps in preparation, the scholars offer the substantiated mentoring, organizing feedback, and coaching models in the frame of Educator Preparation Programs (EPPs). SMIRC framework is a multilevel framework based on the principles of Self-care, Management, Interaction, Relationships, and Collaboration with the candidates to provide them with coping skills and real practical skills as the tools to sustain practice within the profession (Jackson & Parker, 2023). The timely combination of these principles by means of controlled fieldwork, checkpoints of reflection and interaction with more experienced mentors can reinforce the newcomer resilience and connection to the field.

### **Burnout and Retention Among Special Education Teachers**

The causes of burnout among the special educators entail high workload, emotional pressure, and lack of support. The needs of people with IEPs and the conducted low-level dialogues with service providers create constant pressure and stress (Bettini et al., 2024; Thomas, 2024). Excessive paperwork, stagnation-of-the-jobs compliance deadlines, and short planning time add on to the stress. As Thomas (2024) highlights, the scope of the needs of students and observance of the requirements of IDEA/ESSA reflect the direct increase in work-related stress levels of special educators, which drives their exit decisions in great numbers.

Burnout is determined by leadership and collegial support a lot. The goal of special educators should be to seek jobs that can increase job satisfaction and reduce the intention to leave when the administrators provide them enough time to plan their lessons, simplify non-instructional tasks, and embrace cultures of collaboration (Blad, 2024). On the other hand, isolation, vague policy, and top down directive kill the morale. Blad (2024) claim that when a policy-based leadership support is absent and embedded support-based training is not provided, then the recruitment of vacancies comes as a short-term solution instead of a long-term one.

Keeping the trained special educators is good to the students, schools and districts. Special education stability can facilitate long-term planning, a regular assessment of the intervention application, and resource utilization (Thomas, 2024; Wheaton, 2022). Retention saves the cost of recruitment and training, improves the quality of instructions and ensures legality (Thomas, 2024). Where there is a decrease of turnover, the districts will be able to reinvest in professional learning communities, data-driven direction and continuity of the curricula that raise student performance.

The main idea of effective retention strategies is to be focused on the improvement of teacher well-being and professional growth. Capacity and solidarity is developed through mentorship programs, peer coaching circles and target workshops (Shuls & Flores, 2020). Constant feedback, acknowledgment of success and decision making over the instructional decisions allow special educators to exercise control and confirm their authority. Monetary benefits, canceling loans, and “grow-your-own” programs are tools that draw individuals and need to be accompanied by a change in culture in the system itself to decrease burnout and increase a sense of belonging (Bettini et al., 2024). Chronic overload can be reduced by addressing work load; for example, by simplifying the IEP process, changing the caseload, and including paraeducators (Blad, 2024). In the same manner, collaborative planning, namely included between general and special educator time, will improve the level of aligned instructions and decrease the number of planning redundancies. The shared responsibility and reductions in isolation are supported by this coordinated model of scheduling.

Retention of the special education personnel requires a twofold approach of policy and practice. The statutes of the federal government and the state governments should not be too high on accountability levels or on the allocation of resources based on the realities at hand. The district leaders should have specific directives and funds that will allow the establishment of induction, mentoring, and professional learning frameworks. Meanwhile, the schools are to nurture inclusive cultures in which special educators should feel they have been heard, assisted, and valued.

****References****
Bettini, E. L., Gilmour, A., & Jacobson, A. (2024). Addressing special education staffing shortages: Strategies for schools. Education Commission of the States

Blad, E. (2024, May 13). Retention Is the Missing Ingredient in Special Education Staffing.
_Education Week_.
[https://www.edweek.org/leadership/retention-is-the-missing-ingredient-in-special-education-staffing/2024/05](https://www.edweek.org/leadership/retention-is-the-missing-ingredient-in-special-education-staffing/2024/05)

Carver-Thomas, D., & Darling-Hammond, L. (2017).
_Teacher Turnover: Why It Matters and What We Can Do About It_.
[https://learningpolicyinstitute.org/media/174/download?inline&file=Teacher_Turnover_REPORT.pdf](https://learningpolicyinstitute.org/media/174/download?inline&file=Teacher_Turnover_REPORT.pdf)

Dragoo, K. (2024, August 20).
_The Individuals with Disabilities Education Act (IDEA), Part B: Key Statutory and Regulatory Provisions_. Congress.gov.
[https://www.congress.gov/crs-product/R41833](https://www.congress.gov/crs-product/R41833)

Francies, C., Glover, S., & Jamieson, C. (2021). Enhancing Teacher Preparation Through Clinical Experience " ". In
_ecs.org | @EdCommission POLICY BRIEF_.
[https://files.eric.ed.gov/fulltext/ED615164.pdf](https://files.eric.ed.gov/fulltext/ED615164.pdf)

Jackson, K., & Parker, L. (2023). Building Resilience: Strategies to Combat Burnout and Attrition in New Special Education Teachers.
_Journal of Special Education Preparation_,
_3_(3), 56–70.
[https://doi.org/10.33043/josep.3.3.56-70](https://doi.org/10.33043/josep.3.3.56-70)

Ronfeldt, M. (2021). Links Among Teacher Preparation, Retention, and Teaching Effectiveness. In
_Evaluating and Improving Teacher Preparation Programs_ (pp. 1–31).
[https://doi.org/10.31094/2021/3/1](https://doi.org/10.31094/2021/3/1)

Shuls, J., & Flores, J. (2020). Improving teacher retention through support and development.
_Journal of Educational Leadership and Policy Studies (JELPS)_,
_4_(1).
[https://files.eric.ed.gov/fulltext/EJ1282763.pdf](https://files.eric.ed.gov/fulltext/EJ1282763.pdf)

Thomas, M. D. (2024). Special Education Teacher Retention: Identifying Factors Influencing Retention and Attrition. In
_ProQuest LLC_. ProQuest LLC.
[https://eric.ed.gov/?q=special+education+&ff1=dtySince_2016&id=ED653619](https://eric.ed.gov/?q=special+education+&ff1=dtySince_2016&id=ED653619)

Wheaton, C. J. (2022). Special education teacher shortage: Reducing attrition and increasing retention of special education teachers.
[https://www.proquest.com/docview/2934048035](https://www.proquest.com/docview/2934048035)

**JETheme11.docx**

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**JERevisedMatrix2.202431.docx**

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**## InstructionsLitReveiw21.docx**

Instructions

This is another Literature review. I have already done Theme I. I am attaching it so that as you write theme II you can make sure that it flows together. I only need you to write themes 2-5 of this literature review. However, Theme II is due this Sunday at midnight. So as soon as you do theme II, please send it back to me quickly. You can continue to work on the other themes as there is no rush for them. But again, please send theme II as soon as you are done. Please see attachments for my references and outline as well as theme I.

Thanks

**## TABLEOFCONTENTSFORCHAPTERII-Themes1.docx**

**TABLE OF CONTENTS FOR CHAPTER II – LITERATURE REVIEW**

**Introduction** ……………………………………………………………………………………………………. 10

**Theme I: Historical Perspectives on Teacher Attrition** ………………………………………. 11
Evolution of Teacher Attrition in the United States …………………………………………….. 12
Legislative and Policy Impacts on Teacher Retention …………………………………………. 13
Theoretical Foundations of Teacher Attrition ……………………………………………………. 14

**Theme II: Mental Health and Teacher Well-being** …………………………………………….. 15
Stress and Emotional Exhaustion in the Teaching Profession ……………………………… 16
Building Resilience and Promoting Self-Care ……………………………………………………. 17
Mental Health Support and Access in School Environments ……………………………….. 18

**Theme III: Special Education Context** ………………………………………………………………. 19
Overview of Special Education and Legal Mandates ………………………………………….. 20
Teacher Preparation and Challenges in Special Education …………………………………. 21
Burnout and Retention Among Special Education Teachers ……………………………….. 22

**Theme IV: Administrative Support and Leadership** ……………………………………………. 23
Leadership Styles and Their Influence on Teacher Retention ………………………………. 24
Administrative Support and Professional Empowerment ……………………………………. 25
School Culture, Morale, and Shared Decision-Making ………………………………………… 26

**Theme V: Professional Development and Training** …………………………………………… 27
Effective Professional Development for Teacher Retention ………………………………… 28
Mentorship, Coaching, and Collaborative Practices …………………………………………… 29
Barriers to Continuous Learning and Skill Application ……………………………………….. 30

**Summary** ……………………………………………………………………………………………………… 31

**## JEReferences1.docx**

**References**

Thomas, Michael Dean (2024): Special Education Teacher Retention: Identifying Factors Influencing Retention and Attrition

Pollard, Kristina Rayshelle (2024): The Challenges and Opportunities in the Retention of Novice Teachers in Grades K–12 in Rural South Mississippi

Williams, Jacquelyn Nicole (2021): “It Comes with the Job”: A Mixed Methods Study on Teacher Mental Health, the School Environment, and School Leader Practices

Vandegriffe, Kathy et al. (2024): Principal Perceived Strategies to Support Teacher Retention Throughout a Teacher’s Career

Wheaton, Cayla Jeanette (2022): Special Education Teacher Shortage: Reducing Attrition and Increasing Retention of Special Education Teachers

Bettini, E. L., Gilmour, A., & Jacobson, A. (2024): Addressing Special Education Staffing Shortages: Strategies for Schools

Bettini, E. L., Gilmour, A., & Jacobson, A. (2024): Retention Is the Missing Ingredient in Special Education Staffing

Agyapong, B., Obuobi-Donkor, G., Burback, L., & Wei, Y. (2023): Stress, Burnout, Anxiety, and Depression Among Teachers: A Scoping Review

Clarà, M., Vallés, A., Coiduras, J., Silva, P., Justiniano, B., López, T., Padula, B., Barril, J. P., Cavalcante, S., Chávez, J., Donoso, D., Marchán, P., Silvestre Ramos, F., & Uribe, C. P. (2022): Unpacking the Role of Work Demands in Teacher Burnout: Cognitive Effort as a Protective Factor

Doan, S., Steiner, E. D., Pandey, R., & Woo, A. (2023): Teacher Well-being and Intentions to Leave: Findings from the 2023 State of the American Teacher Survey

Walker, T. (2021). Burnout Solutions to Prevent Teacher Resignations

Skaalvik, E. M., & Skaalvik, S. (2017). Teacher Self-efficacy and Teacher Burnout: A Study of Relations

Skaalvik, E. M., & Skaalvik, S. (2017). Teacher Stress and Teachers' Well-being: A Study of Relations with Job Satisfaction and Motivation

Singer, E. A. (2023). Drawn to the Flame: Teachers’ Stories of Burnout

Shann, M. H. (2001). Professional Commitment and Satisfaction of Teachers in Urban Middle Schools

Richards, K. A. R., Levesque-Bristol, C., Templin, T. J., & Graber, K. C. (2016). The Impact of Resilience on Role Stressors and Burnout in Elementary and Secondary Teachers

Papay, J. P., Bacher-Hicks, A., Page, L. C., & Marinell, W. H. (2017). The Challenge of Teacher Retention in Urban Schools: Evidence of Variation from a Cross-site Analysis

Öztürk, M., Bulut, M. B., & Yildiz, M. (2021). Predictors of Teacher Burnout in Middle Education: School Culture and Self-Efficacy

Nordell, B. B. (2021). Avoiding Burnout: How Exemplary Teachers Find Fuel and Cultivate Success

Mielke, C. (2019). The Burnout Cure: Learning to Love Teaching Again

Menzies, L. (2023). Continuity and Churn: Understanding and Responding to the Impact of Teacher Turnover

Maslach, C., & Leiter, M. P. (2016). Understanding the Burnout Experience: Recent Research and Its Implications for Psychiatry

Kasalak, G., & Dagyar, M. (2022). Teacher Burnout and Demographic Variables as Predictors of Teachers’ Enthusiasm

Kalu, G. (2020). Teacher Retention in Rural School Districts: Challenges and Opportunities

Johnson, S. M., & Birkeland, S. E. (2003). Pursuing a Sense of Success: New Teachers Explain Their Career Decisions

Ingersoll, R. M. (2001). Teacher Turnover and Teacher Shortages: An Organizational Analysis

Genoud, P. A., & Waroux, E. L. (2021). The Impact of Negative Affectivity on Teacher Burnout

Dung, V., Trang, V. T., & Lan, N. T. M. (2024). Workload Doesn't Mean Exhaustion: Antecedents of Teacher Burnout

Darling-Hammond, L., & Sykes, G. (2003). Wanted: A National Teacher Supply Policy for Education

Clarà, M., Vallés, A., Coiduras, J., et al. (2022). Unpacking the Role of Work Demands in Teacher Burnout: Cognitive Effort as a Protective Factor

Borman, G. D., & Dowling, N. M. (2008). Teacher Attrition and Retention: A Meta-Analytic and Narrative Review

Doan, S., Steiner, E. D., Pandey, R., & Woo, A. (2023). Teacher Well-being and Intentions to Leave

Padmanabhanunni, A., & Pretorius, T. B. (2023). Teacher Burnout in the Time of COVID-19: Antecedents and Psychological Consequences

**## ThemeIII-SpecialEducationContext.docx**

7

Theme III – Special Education Context

Submitted to Dr

EDL 821: Capstone I

Summer 2025

## **Theme III – Special Education Context**

In this part, the essay emphasizes on stress, emotional exhaustion, and well-being in special education. In the previous section, it has been revealed how the general classroom pressures undermine teacher resilience. Special education involves distinctive legal needs, heavy loads of work and risks of experiencing burnout. This part of the work reviews three aspects: the description of special education and legal requirements that should be met; the routes of preparation and special educator shortages; and trends in burnout and choosing to remain in this occupation.

### **Overview of Special Education and Legal Mandates**

The origin of special education law dates back to 1975 when the Education of All Handicapped Children Act was conceptualized; this law challenged the implementation of a compulsory special education program in the government schools (Dragoo, 2024). In 1990 and 2004 it was reauthorized again as the Individuals with Disabilities Education Act (IDEA). In order to deliver the least restrictive environment, IDEA ensures that every authoritative student receives Free Appropriate Public Education (FAPE) (Dragoo, 2024). The districts are required to comply with the specific guidelines of the federal government to be able to get such federal funds. They need to take formal evaluation, organize multidisciplinary IEP and make written progress reports.

Under IDEA, schools are required to formulate the Individualized Education Programs (IEPs) that state individual needs of each student (their special requirements, accommodations, and services). These plans involve the cooperation of teachers, therapists, parents and administrators (Hayes & Bulat, 2017). However, special educators dedicate a greater volume of time to the paper works and meetings than they would to the instructions. In a national survey, special educators declared spending more than 32% of the time mainly through direct instructing on the job, and the rest in compliance tasks. Institutional leaders and teachers lose morale and lower institutional instructional quality with that imbalance (Blad, 2024). In spite of these protection mechanisms, there are shortages. In March 2024 the U.S had filled 51% of special education jobs in the public school sector (Bettini & Gilmour, 2024). There are approximately 13.5 million students who are dependent on 445,215 special educators but nearly 8% of the teachers are not completely credentialed (Bettini & Gilmour, 2024). Constant vacancies make remaining staff to accommodate additional caseload and paper works. This strain aggravates the turnover and leads to the destabilizing of the program.

Adequacy is also a liability to the rules of the law. IDEA gives a special educator duty to fill vacancies with the highly qualified special educators. Practically, districts have history of recruiting teachers with emergency, or uncertified credential to fill basic staffing requirements. The strategy is capable of flouting the federal regulations and exacerbating inequalities since the low-income schools have the highest chances of recruiting the emergency hires. According to Wheaton (2022), such hires often have no experience with the development of IEPs or inclusive practice, creating even more disparities in the provision of services. Thomas (2024) insists that the extent of such compliance requirements- combined with large caseload requirements- is the cause of turnover among those working as special educators. Federal requirements guard the interests of the students and at the same time increase the workload burden on the already crumbled workforce. To reconcile the needs of quality teaching and the legal requirements, the shortage of the staff will have to be addressed in a more chronic way. It is critical to get a grasp on this law-practice-capacity interaction before breaking down preparation routes and retention plans in the field of special education.

### **Teacher Preparation and Challenges in Special Education**

The process of becoming a special education teacher normally entails the acquisition of a bachelor degree and engaging in some special needs course work, qualifying score in state certification exams and doing a student teaching in special education settings. It has been found that a sufficient amount of clinical experience is essential: the candidates who go through at least ten weeks of student teaching show better retention in the early years of meeting their career goals as opposed to the candidates who receive minimal exposure to the field (Francies et al., 2021; Ronfeldt, 2021). Long internships enable inexperienced people to understand how to develop IEP, manage behavior and partner with service providers in the real world.

To prepare is such an array of preparation programs of different levels of rigorous and length. Prolonged and more intensified fieldwork experiences have the potential to protect the newcomers and inexperienced workers against premature disillusionment due to the confusion that is caused by the unrealistic expectations about the job (Francies et al., 2021). On the other hand, there is little or no preparation, which makes the teachers ill-prepared to handle their complex caseload and paperwork that characterizes the profession. According to Carver-Thomas and Darling-Hammond (2017), the overall preparation was strongly linked to turnover rates lower among the special education and the value of field based learning in the securing steadfast commitment.

Though alternative certification programs and garden-grow-your-own programs provide general skillful paths into special education, they do not usually permit constant clinical training. As it has been emphasized by Wheaton (2022), educators who arrive through emergency credentials need an effective induction and a strong professional learning experience in order to work with high-need classrooms efficiently. These candidates have to struggle with high learning curves unless there is a specific support that would get them down without stress and turnover.

To stimulate the areas of gaps in preparation, the scholars offer the substantiated mentoring, organizing feedback, and coaching models in the frame of Educator Preparation Programs (EPPs). SMIRC framework is a multilevel framework based on the principles of Self-care, Management, Interaction, Relationships, and Collaboration with the candidates to provide them with coping skills and real practical skills as the tools to sustain practice within the profession (Jackson & Parker, 2023). The timely combination of these principles by means of controlled fieldwork, checkpoints of reflection and interaction with more experienced mentors can reinforce the newcomer resilience and connection to the field.

### **Burnout and Retention Among Special Education Teachers**

The causes of burnout among the special educators entail high workload, emotional pressure, and lack of support. The needs of people with IEPs and the conducted low-level dialogues with service providers create constant pressure and stress (Bettini et al., 2024; Thomas, 2024). Excessive paperwork, stagnation-of-the-jobs compliance deadlines, and short planning time add on to the stress. As Thomas (2024) highlights, the scope of the needs of students and observance of the requirements of IDEA/ESSA reflect the direct increase in work-related stress levels of special educators, which drives their exit decisions in great numbers.

Burnout is determined by leadership and collegial support a lot. The goal of special educators should be to seek jobs that can increase job satisfaction and reduce the intention to leave when the administrators provide them enough time to plan their lessons, simplify non-instructional tasks, and embrace cultures of collaboration (Blad, 2024). On the other hand, isolation, vague policy, and top down directive kill the morale. Blad (2024) claim that when a policy-based leadership support is absent and embedded support-based training is not provided, then the recruitment of vacancies comes as a short-term solution instead of a long-term one.

Keeping the trained special educators is good to the students, schools and districts. Special education stability can facilitate long-term planning, a regular assessment of the intervention application, and resource utilization (Thomas, 2024; Wheaton, 2022). Retention saves the cost of recruitment and training, improves the quality of instructions and ensures legality (Thomas, 2024). Where there is a decrease of turnover, the districts will be able to reinvest in professional learning communities, data-driven direction and continuity of the curricula that raise student performance.

The main idea of effective retention strategies is to be focused on the improvement of teacher well-being and professional growth. Capacity and solidarity is developed through mentorship programs, peer coaching circles and target workshops (Shuls & Flores, 2020). Constant feedback, acknowledgment of success and decision making over the instructional decisions allow special educators to exercise control and confirm their authority. Monetary benefits, canceling loans, and “grow-your-own” programs are tools that draw individuals and need to be accompanied by a change in culture in the system itself to decrease burnout and increase a sense of belonging (Bettini et al., 2024). Chronic overload can be reduced by addressing work load; for example, by simplifying the IEP process, changing the caseload, and including paraeducators (Blad, 2024). In the same manner, collaborative planning, namely included between general and special educator time, will improve the level of aligned instructions and decrease the number of planning redundancies. The shared responsibility and reductions in isolation are supported by this coordinated model of scheduling.

Retention of the special education personnel requires a twofold approach of policy and practice. The statutes of the federal government and the state governments should not be too high on accountability levels or on the allocation of resources based on the realities at hand. The district leaders should have specific directives and funds that will allow the establishment of induction, mentoring, and professional learning frameworks. Meanwhile, the schools are to nurture inclusive cultures in which special educators should feel they have been heard, assisted, and valued.

****References****
Bettini, E. L., Gilmour, A., & Jacobson, A. (2024). Addressing special education staffing shortages: Strategies for schools. Education Commission of the States

Blad, E. (2024, May 13). Retention Is the Missing Ingredient in Special Education Staffing.
_Education Week_.
[https://www.edweek.org/leadership/retention-is-the-missing-ingredient-in-special-education-staffing/2024/05](https://www.edweek.org/leadership/retention-is-the-missing-ingredient-in-special-education-staffing/2024/05)

Carver-Thomas, D., & Darling-Hammond, L. (2017).
_Teacher Turnover: Why It Matters and What We Can Do About It_.
[https://learningpolicyinstitute.org/media/174/download?inline&file=Teacher_Turnover_REPORT.pdf](https://learningpolicyinstitute.org/media/174/download?inline&file=Teacher_Turnover_REPORT.pdf)

Dragoo, K. (2024, August 20).
_The Individuals with Disabilities Education Act (IDEA), Part B: Key Statutory and Regulatory Provisions_. Congress.gov.
[https://www.congress.gov/crs-product/R41833](https://www.congress.gov/crs-product/R41833)

Francies, C., Glover, S., & Jamieson, C. (2021). Enhancing Teacher Preparation Through Clinical Experience " ". In
_ecs.org | @EdCommission POLICY BRIEF_.
[https://files.eric.ed.gov/fulltext/ED615164.pdf](https://files.eric.ed.gov/fulltext/ED615164.pdf)

Jackson, K., & Parker, L. (2023). Building Resilience: Strategies to Combat Burnout and Attrition in New Special Education Teachers.
_Journal of Special Education Preparation_,
_3_(3), 56–70.
[https://doi.org/10.33043/josep.3.3.56-70](https://doi.org/10.33043/josep.3.3.56-70)

Ronfeldt, M. (2021). Links Among Teacher Preparation, Retention, and Teaching Effectiveness. In
_Evaluating and Improving Teacher Preparation Programs_ (pp. 1–31).
[https://doi.org/10.31094/2021/3/1](https://doi.org/10.31094/2021/3/1)

Shuls, J., & Flores, J. (2020). Improving teacher retention through support and development.
_Journal of Educational Leadership and Policy Studies (JELPS)_,
_4_(1).
[https://files.eric.ed.gov/fulltext/EJ1282763.pdf](https://files.eric.ed.gov/fulltext/EJ1282763.pdf)

Thomas, M. D. (2024). Special Education Teacher Retention: Identifying Factors Influencing Retention and Attrition. In
_ProQuest LLC_. ProQuest LLC.
[https://eric.ed.gov/?q=special+education+&ff1=dtySince_2016&id=ED653619](https://eric.ed.gov/?q=special+education+&ff1=dtySince_2016&id=ED653619)

Wheaton, C. J. (2022). Special education teacher shortage: Reducing attrition and increasing retention of special education teachers.
[https://www.proquest.com/docview/2934048035](https://www.proquest.com/docview/2934048035)

**JETheme11.docx**

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**JERevisedMatrix2.202431.docx**

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