What Keeps Them Teaching? Rethinking Induction for Special Educators Who Stay

• In Event: AERA Poster Session Saturday 7:45 am
  In Poster Session: Mentoring, Induction, Novice Teacher Support, and Mental Health

Abstract

This study examines the effectiveness of Georgia’s Teacher Preparation and Retention Project (TPRP) in improving the retention of beginning special education teachers through a statewide model induction program. Grounded in Billingsley and Bettini’s (2017) framework, the program integrates high-leverage practices (HLPs), Mixed Reality Simulation (MRS), and job-embedded coaching across diverse educational settings. Quantitative and qualitative data demonstrate that participation in the induction program significantly improved teachers’ knowledge and implementation of HLPs. Findings also show that participants were more likely to remain in the profession than non-participants. This study highlights the value of coherent, aligned induction structures in addressing the national special education teacher shortage through sustainable professional learning models.

Authors

• Margaret L. Kamman, University of Florida

• Kate Zimmer, Kennesaw State University

• Melissa Kypraios Driver, Kennesaw State University

• Jocelyn Cooledge, Center Street Consulting