Being a new special education teacher can be stressful. Special education teachers are tasked with learning policy and practice, planning learning for students, collaborating with general education teams and much more. This process can be overwhelming and cause teachers to reconsider their employment in a district.
The Get SET Nebraska team has developed two on-demand resources with the aim of improving teacher working conditions. The goal is to increase teacher job satisfaction and reduce teacher stress. Schools are encouraged to assemble a team of professionals (administrator, mentor, and mentee) to engage with the Get SET Nebraska tools and resources.
Teams of administrators and veteran teachers work to increase new special education teacher job satisfaction in two ways:
1. Administrative Leadership Academy (ALA)
School administrators who supervise special education teachers complete five online ALA professional development modules. The objective of the ALA is to increase administrator capacity to support new special education teachers through self-evaluation and reflective thinking. The ALA includes free resources to support administrators through the process. Administrators are also asked to participate in monthly induction meetings with new teachers and their mentors and to provide administrative check-ins as needed.
2. Induction and Mentorship Program (I&M)
Professional-level, veteran special education mentors lead new special education teacher mentees through a one-year long induction and mentorship program. The I&M program includes three phases to help mentees prepare for the school year and receive planned support throughout the year. Mentor/mentee teams meet weekly using Get SET Nebraska resources to guide their progress.
Program Impact: Job Satisfaction & Stress
The Get SET Nebraska evaluation team conducted a quasi-experimental study to assess the impact of the Get SET Nebraska program on special education teacher job satisfaction and stress. The team compared 37 program-implementing mentees with 37 mentees who did not receive Get SET Nebraska support but did receive standard district support. Stratified sampling ensured participants represented all five state regions (central, metro, northeast, southeast, west central) providing a comprehensive view of Nebraska special education teachers. Propensity score weighting was applied for the group comparison to account for participant and district characteristics differences between the intervention and control groups (e.g., locale, teacher’s years of teaching). The result was a rigorous evaluation of the impact of Get SET Nebraska on teacher outcomes.
SURVEY FINDINGS
Job Satisfaction
Data were collected from both the Intervention and Comparison groups in April 2024. Findings showed a statistically significant difference in job satisfaction between teachers who received Get SET Nebraska and those who did not participate in the program. The findings indicate that special education teachers supported by the Get SET Nebraska program experienced higher levels of job satisfaction than their peers in the comparison group.
Job Stress
Additionally, although not statistically significant, teachers who received Get SET Nebraska reported slightly lower ratings of job stress relative to their peers in the comparison group. This provides some evidence that Get SET Nebraska has the potential to reduce teacher job stress.
MENTEE PERCEPTIONS
In addition to completing surveys, mentees had an opportunity to share, in their own words, how the Get SET Nebraska program benefited them. Overall, mentees noted three ways Get SET impacted their working conditions:
1. Establishment of relationships and connections.
2. Growth through individualized, case-load focused, goal setting.
3. Access to field-specific resources.
Establishment of Relationships and Connections
The Get SET Nebraska program offers new special education teachers the opportunity to work closely with a mentor and receive additional support from their administrators. Teams meet weekly to review important information, solve problems, and explore policies and procedures.
Shania Ashmore, a second-year special education teacher at Bayard Public Schools, shared that the program has improved communication and collaboration within her team. She expressed that the program meetings have “…been really helpful and make me feel less alone and more a part of the team.” Several mentees noted the consistent support they received from their mentors regarding IEP preparation and planning. Courtney Stegman from Potter Dix Public Schools appreciated the chance to connect with professionals in the field of special education through the program, which helped her build valuable relationships.
Growth Through Individualized, Case-load Focused Goal Setting
The Get SET Nebraska program offers a year of resources and support to new special education teachers. Through this program, participants engage with the UF Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center’s High Leverage Practices in Special Education and establish individualized growth goals. Teachers also benefit from the expertise of their mentors and Nebraska Department of Education technical guidance documents.
Paige Kirby, a mentee from Gering Public Schools, valued the chance to set goals and develop professionally. She stated, “Get SET provided me with many valuable resources and learning opportunities. For instance, I was able to set quarterly goals for myself, which helped me identify areas where I needed assistance and improvement.” Emma Jackson from Elkhorn Public Schools echoed Paige’s appreciation for the resources and ongoing support, noting her commitment to professional growth throughout the year.
Access to Field-Specific Resources
Over the course of one year, new teachers engage in a process of growth and learning. The Get SET Nebraska program is implemented in three phases to provide essential field-specific resources. Resources are provided in the weekly communication maps and within the program Appendix.
Chelsie Peterson from Millard Public Schools appreciated the way the resources were organized and presented. She found that the program’s chunking approach allowed her to “chip away” at new concepts rather than tackling everything at once. Many mentees also praised the usability of the resources and the overall structure of the program. Anna Thompson from ESU 13 LifeLink noted that the materials were relatable to her current needs.
RECOMMENDATIONS
Schools must continuously improve their climate and culture to positively impact student achievement. This is specifically important related to special education teacher retention. New special education teachers often experience heightened stress related to their roles. Providing support during their first years of teaching is essential for teacher retention.
Fortunately, schools have support available through Get SET Nebraska, a free resource offered by the Nebraska Department of Education. Research shows that the Get SET Nebraska program can enhance teacher job satisfaction and may help alleviate teacher stress.
Recommendations to promote district growth are as follows:
1. Administrators should engage in professional development.
Administrators should complete all five modules of the ALA. Each module covers important topics such as the current state of teacher shortages, retention-based recruitment and hiring practices, effective administrative supports, and comprehensive retention planning. The knowledge gained through the ALA will help administrators better support their teachers.
2. Mentoring teams should be led by administrators.
Administrators should lead their mentoring teams in the Get SET Nebraska Induction and Mentorship (I&M) program. This program helps administrators build relationships and connections, provides field-specific growth opportunities and guides problem-solving efforts.
Utilizing the Get SET Nebraska program significantly enhances teacher job satisfaction, which may help reduce turnover rates. Schools can access Get SET Nebraska online for free. Support is currently available for direct support and guidance, offering one-on-one assistance through the 2025-26 school year.