A Case Study of Specialized Social-Emotional Support Program Design for Promoting Staff Retention
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Date
2021-12-17
Type of Work
Department
Hood College Education Department
Program
Hood College Doctoral Program in Organizational Leadership
Citation of Original Publication
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Attribution-NonCommercial-NoDerivs 3.0 United States
Abstract
The academic, social, and emotional needs of students are rapidly increasing while staff interest in working in special education programs, serving some of the neediest students, is declining. The purpose of this qualitative case study was to explore a specialized social-emotional support program across elementary, middle, and high school levels to understand how the leadership style of each site as well as the overall program design influenced staff retention. This case study examined perspectives from staff across several school sites with existing programs to determine if there was continuity in design and operation of the overall program intention from the school district. In doing so, design characteristics of these existing programs were identified, including: an evaluation of leadership style, examining the need for embedded professional learning, and evaluating how to best provide support to program staff. Certificated staff from across the seven schools housing the specialized social-emotional support programs were invited to complete a survey about their opinions around program structure, staff tenure, existing practices, feelings and beliefs about the program, and identified needs. Close to 60% of the 90 certificated staff completed the survey, and of those, 31 indicated interest in participating in an in-depth, semi-structured interview. Eight participants representing the two elementary, two middle, and three high school levels informed this case study through in-depth interview responses. Findings are linked to existing factors that are identified as effective components to support special educator staff retention and center on the following themes: a). characteristics and program perceptions that promote staff interest in the program, b). leadership and empowerment of program staff, and c). opportunities to feel valued, important, and connected to the program. Findings from the study informed recommendations for best practices in designing specialized programs for students with high social-emotional needs, to attract and maintain highly qualified and satisfied staff while continuing to promote a model of continuous personal and professional growth.