32 Stephanie Denise Leach, EdD Other administrative efforts to reduce attrition include providing mentors, instructional coaching, and content specific professional development. Collaboration with these experts in the field can reduce the amount of time it takes a new special education teacher to complete paperwork, can support classroom management, and can guide decisions regarding instructional strategies for students’ success (Duffy & Forgan, 2005). Providing these supports not only benefits the new teacher, but they benefit the entire profession (Davis, 2016). Summary of Findings and Interpretation of Results The current study was guided by four research questions. The current study utilized a qualitative design to examine teachers’ perceptions of the effectiveness of the district and campus supports they received during their first year as a special education teacher in the district. These perceptions were explored using an indepth interview with special education teachers at the end of their first year in the district. The results of these interviews provide meaning and understanding to the participants’ lived experiences as well as provide a focus on learning the meaning that the participants hold about the issue (Creswell, 2013; Seidman, 2006). The research questions and the themes that emerged are as follows: Research Question 1 (RQ1) What are the supports teachers report receiving from district leadership during onboarding after completing the hiring process. Relationships Matter The theme of relationships matter emerged from the district focus on creating lasting relationships between staff members and students. Teachers were appreciative of the training specific to building relationships and the time they received to get to know co-workers and their departments at work. Teachers who were beginning the year as a zeroyear teacher noted the benefits of receiving a ready-to-use positive process for establishing routines and expectations for their classrooms through Capturing Kids Hearts. Research Question 2 (RQ2) What ongoing support was provided during the first and second semester from district leadership? Teacher Initiated Support District special education coordinators were not always visible or readily available on campus. Participants across settings and campuses noted that district coordinators and other support staff were very attentive when teachers initiated and reached out for materials or help with their classrooms, difficult students, or duties. Clarity Precedes Competence Regardless of whether a teacher has experience in the classroom, district onboarding contains massive quantities of information. Participants shared that information specific to special education was minimal and embedded within all the general education information. Participants shared that campus administrators made assumptions that the small amounts of training received were adequate for teachers to feel competent in completing the managerial tasks associated with their jobs. Research Question 3 (RQ3) What are the supports teachers report receiving from the campus during their first year as a special education teacher in the district? Intentional, Sustained Scheduling Participants shared that despite intentions for schedule design which allowed for collaboration, they were pulled to provide coverage for classes, or their schedules were changed to accommodate for new or challenging students without consideration being given to the increase in work time outside of contract hours. Teachers also struggled with content and alignment with the scope and sequence due to lack of time to meet with general education peers. Administrator Knowledge and Visibility is Key Participants who felt supported at their campuses all shared that at least one of their administrators was knowledgeable in special education. These administrators were visible and willing to support in the classroom. Participants on campuses without knowledgeable administrators felt alone “on an island” and their administrators had “sink or swim” mentalities. Research Question 4 (RQ4) What teachers report had the greatest impact on the decision to leave or stay in their position?
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