34 Stephanie Denise Leach, EdD are more likely to have feelings of low self-efficacy, and this increases the turnover rate by around 30% (Callahan, 2016; Duffy & Forgan, 2005). Mentors assist special education teachers with developing reflective practices, classroom management, pedagogy, legal requirements of students with disabilities, and building relationships with stakeholders (Callahan, 2016; Long, 2022). Reducing feelings of isolation in special education teachers is imperative to increase the likelihood of retention (Kent et al., 2012). The Society of Human Resources Management found that full-time employees spend more time with their co-workers than their families. Employees with six or more friends in the workplace are more likely to state that they love their workplace (Gurchiek, 2019; Hoffman, 2021; McFarlin, 2019). These connections with work peers create the best chances that an employee will return to their workplace the following year. Effective professional development is critical for special education teachers as it assists teachers with organization, time management, and content development (Phillips, 2008; Queens Online, 2022). Professional development should be specific and consider the needs of the adult learner. Special education teachers enter the workforce with generic pedagogical training. They lack content specific knowledge which combined with limited collaboration impacts their ability to see student growth (Hoover, 2020; Phillips, 2008). Onboarding for new teachers often involves 2–3 weeks in July and August before school starts. The Society of Human Resources Management found that successful onboarding follows new employees throughout their first year to build self-efficacy and inclusion or feelings of belonging within the organization (Daniel, 2016; Pietila, 2016). Onboarding should ensure new employees are clear on everything from dress code to where to find information when they have a question (Protheroe, 2006). Administrative lack of knowledge about special education policy and procedures at the campus level was frustrating for the new special education teachers. Conclusion Public education has been embattled for the last several years with representatives and senators who feel public education simply cannot meet the needs of all students. Charter schools, private schools, and vouchers have all been on the table in proposed bills during the last two legislative sessions. Attrition data and increasing challenges with teacher preparedness fuel the efforts of lawmakers in taking a free and appropriate public education off the table for many families in our communities. All students are guaranteed this education through the Elementary and Secondary Education Acts, and students with disabilities are given extra protections through The Rehabilitation Act of 1975 and Individuals with Disabilities Act, which was reauthorized in 2004. Not only does this legislation protect the rights of students with disabilities, but it also mandates that they are educated to the maximum extent possible with their general education peers. Providing this level of inclusion in education requires a specialized skillset of both general and special education teachers. To create environments which are inclusive of all students, we must first create environments that are inclusive of all teachers. For the benefit of students, all teachers should be provided support and growth opportunities. Educators need to acknowledge their strengths and collaborate in ways that their differences create positive impacts for the children they serve. The participants of the current study have given insight into the areas of need in supporting new special education teachers. Not one required additional funding, only intentionality with time and personnel. It is time for administrators to ensure equitable support for all teachers. The future of the profession depends on our ability to grow and retain quality teachers. The future of society depends on teachers. References Barton-Arwood, S. M., & Da Fonte, A. (2017). Collaboration of general and special education teachers: Perspectives. Intervention in School and Clinic, 53(2), 99–106. https:// doi/10.1177/1053451217693370 Berry, B., Daughtrey, A., & Weider, A. (2009, March 17). Collaboration: Closing the effective teaching gap. Center for Teaching Quality #CTQCollab. https://www. teachingquality.org/library/collaboration-closing-the- effective-teaching-gap/ Bettini, E., Cheyney, K., Wang, J., & Leko, C. (2015). Job
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