Retention Through Redesign: How Flexible Scheduling Supports Special Education Teachers

• In Event: AERA Poster Session Wednesday 7:45am
  In Poster Session: Lives of Teachers SIG Poster Session

Abstract

Special education (SE) teachers in the United States are leaving the field at an alarming rate. This study explores how a North Texas public school district implemented a flexible scheduling model to improve SE teacher retention by enhancing their well-being, while maintaining student achievement. Using this model, SE teachers provided specially designed instruction to students four days a week, reserving the fifth day for case management and professional learning. Results showed a decrease in SE teacher attrition due to well-being issues, and teachers overwhelmingly reported improved caseload manageability, enhanced well-being, and more relevant professional learning. SE student achievement scores showed trivial to small improvement, indicating a no-harm academic impact.

Authors

• Cyndi Riggs, Hurst-Euless-Bedford Independent School District

• Lauren E. Allen, Hurst-Euless-Bedford Independent School District

• Rene Riek, Hurst-Euless-Bedford Independent School District