Golden LEAF Educational Consortium
Special Education

Golden LEAF Educational Consortium
Recruitment and Retention in North Carolina
Recruitment and Retention in Other States
Recruitment and Retention in Other Countries
College and University Research
Organizational Research
Government Reports
Special Education
Minority Recruitment
Recruitment Websites

Professions in Special Education

This section deals with recruitment and retention of well-qualified educators for children and youth with disabilities.
In California, a collaborative effort among the California Department of Education, the California Commission on Teacher Credentialing and CalTeach has resulted in the distribution of over 2000 recruitment tool kits to local school districts, personnel preparation programs, and county administrative offices, among others, who strive to attract persons to the special education professions.

The Excelsior Teacher Initiative (ETI), created to bring exceptional certified educators to teach in New York City public schools, seeks experienced teachers in shortage subject areas such as math, science, special education, Spanish, physical education, bilingual education, ESL and speech therapy.

The Mississippi Teacher Fellowship Program is designed as an innovative partnership to address Mississippi's teacher shortage.

Project Respect is a three-year, federally funded project conducted by the Department of Educational Psychology at the University of South Carolina. The purpose of the project is to increase special education teacher retention through the development and implementation of a mentoring model to support early career special education teachers.
The goals of the Mentoring Induction Project (MIP) are to develop a model of support for special education teachers, improve existing teaching conditions, strengthen the induction experiences of new teachers, and establish and pilot national mentoring guidelines for first year special education teachers.

The Recruitment and Retention Support Center sponsors programs dealing with alternative teacher certification, educational assistant training, and professional development training for special education.

The goals of Oregon's Recruitment and Retention Project are twofold--increase the number of qualified special education and related services professionals in Oregon and increase the amount of time special education personnel stay within the field in Oregon.

The South Carolina Center for Teacher Recruitment (SCCTR) is a state-supported organization, established in 1986, that works to address in a comprehensive way the issue of the declining teacher workforce in South Carolina. The SCCTR actively seeks to have middle and high school ProTeam and Teacher Cadet Participant’s work with disabled students in their schools across South Carolina. Through these opportunities, the Pro-Team and Teacher Cadet participants learn about the needs of special education students and about special knowledge and skills that special education brings not only to the classroom but also to the school as a whole. As a result, of those teacher cadet graduates who do enter teacher preparation programs, nearly one-quarter enter special education personnel preparation programs in South Carolina's colleges and universities.

The New Teacher Center is a national resource dedicated to teacher development and new teacher training and the support of programs and practices that promote excellence and diversity in America's teaching force. Its work with new teachers results in strong retention trends.

Find out more about what is being done in special education go to

Oregon Special Education

This website is a very good resource for special education teachers who are seeking employment
  • Recruitment and Retention Project
  • An understanding of the factors that influence teacher retention is an essential first step in retaining quality personnel
  • Develop clear role descriptions
  • Provide adequate teaching resources and office space
  • Reduce/limit administrative requirements
  • Enlighten administrative staff in their role of supporting their special education staff
  • Develop support strategies to assist with paperwork (i.e. train paraprofessionals, streamline process, eliminate repetitive paperwork)
  • Build in adequate planning time
  • Match beginning teachers’ assignments with their prior experiences and training
  • Use mentor programs to assist and provide support for beginning teachers; create time to meet during the school day
  • Provide specific feedback, encouragement, and continued opportunities for growth
  • Restructure the workplace by giving teachers more responsibility and autonomy
  • Provide opportunities for special education educators to regularly network with one another
  • Provide a structure between regular and special education to support better communication