Chapter 10: Mentoring Resilient Special Education Teachers: A Framework for a Supportive Mentoring Model

Why is mentoring of new special education teachers critical? Evidence from multiple research studies has provided a foundation for what we know about mentoring and its importance for novice teachers (Billingsley et al., 2019; Bishop et al., 2010; Dempsey et al., 2009). Dempsey et al. (2009) emphasized that mentoring is tied to workplace factors, i.e., workplace conditions and support provided, and these workplace factors are a critical component to be considered ensuring new teacher success. Billingsley et al. (2019) expanded on the need for workplace support while also coaching special education specific roles and responsibilities that novice special education teachers need to be successful in their first year and beyond. Martin and Hauth (2015) devoted an entire chapter in their new teacher survival guide for special education teachers exploring their new work environment. They note mentors play a pivotal role in helping new teachers adjust to their new work environment advising on everything from the copy machine code to school culture to confidential guidance on every possible role and responsibility for new special educators (p. 22). Taking into account these various mentoring needs, research supports the critical role mentoring plays in increasing confidence and positively impacting retention of new special education teachers (Black et al., 2016). In contrast, we know that not having a mentor’s support can negatively impact new teacher wellbeing, confidence, and whether they choose to stay in the field after the first year (Darling-Hammond, 2017; Darling-Hammond & Sykes, 2003; Kutsyuruba et al., 2018). Further, special education teacher shortage issues are at a critical point, with the continued effects of the pandemic exacerbating the problem of both teacher shortage and an accelerated number of special educators leaving the field (Carver-Thomas et al., 2022). The most frequently cited reasons for special education teacher dissatisfaction that leads to them quitting teaching are: issues related to inadequate school leadership; lack of interpersonal relationships; lack of support; excessive paperwork and workload; issues related to special education procedures and processes; working in schools where they cannot allocate resources to support student needs; and issues related to behaviors of students and parents (Anderson et al., 2004; Bettini & Billingsley, 2019).