The Master Teacher Blog

Every August, school leaders invest countless hours preparing for the new school year. Class schedules are finalized, classrooms are prepared, professional development is planned, and staff members return in various states of eagerness to begin again. Amidst all of that preparation, one group often arrives carrying a unique combination of excitement and uncertainty: new special education teachers. 

Whether they are entering the profession for the first time or transitioning from another district, these educators are stepping into one of the most complex roles in education. They're expected to both learn their students and teach them, of course, but also to build relationships with families, navigate compliance requirements, coordinate services, collaborate with multiple stakeholders, and establish instructional routines—all within the first few weeks of school. The sheer volume of information and responsibilities can leave even experienced educators questioning whether they are doing enough. 

Research consistently identifies special education teachers as being at a higher risk of burnout and attrition than many of their general education peers. However, the same research points to a hopeful reality: When schools provide intentional onboarding, mentoring, and coaching, teachers are significantly more likely to remain in the profession and thrive. 

Studies examining special educator retention repeatedly identify similar themes. New teachers report feeling isolated as they navigate complex responsibilities, unsure of where to turn for guidance and hesitant to ask questions for fear of appearing unqualified. They often describe the challenge not as a lack of commitment, but as a lack of connection. They need trusted relationships, specialized support, and time to learn these systems that more experienced educators may take for granted. 

As leaders, we cannot eliminate every challenge a new special education teacher will face. What we can do is intentionally shape their early experiences. 

The first days of school are about orientation, certainly, but they are also about establishing a sense of belonging. Every administrator has welcomed a new special education teacher who arrives eager to make a difference. They come with fresh ideas, energy, and a desire to support students. Yet within days, that excitement can quickly be coupled with—or replaced by—anxiety.  

Effective onboarding is less about delivering information and more about sequencing experiences. Before teachers can confidently manage compliance responsibilities, they need to understand the culture of the building. Before they can navigate difficult conversations, they need trusted relationships. Before they can create systems for service delivery, they need time to learn who their students are. 

During the first week, the focus should be on people. New teachers should be given multiple opportunities to connect with administrators, colleagues, related service providers, and the students they will serve. They should learn who to call when they have questions, and they should feel comfortable asking those questions. The second week can begin to shift toward systems like developing schedules, organizing service documentation, creating accommodation tracking processes, and reviewing upcoming IEP responsibilities. By intentionally pacing the experience, leaders communicate that growth is expected and support is available. 

One of the most powerful things an administrator can say to a new special education teacher is, “You don't need to know everything today.” That simple message creates space for learning. It acknowledges the complexity of the role and reinforces that mistakes, questions, and uncertainty are all part of the process. When teachers feel psychologically safe, they are more likely to seek help, collaborate with colleagues, and remain engaged through challenges. 

It is difficult to avoid the constant drumbeat of bad news about the performance of American education. Reading and math test scores have declined over the past decade, but there is no consensus about the cause, despite the many, many theories present in those conversations. Some blame cellphones and social media. Others point to the prevalence of 1:1 computers and tablets and the general overexposure to screens. Still others argue that the lessening of accountability following the demise of No Child Left Behind is to blame. 

Meanwhile, there has been little discussion about whether reading and math test scores tell the full story. Without question, skills in reading and math are important, but they may not paint a full picture of how American education is performing. What if we stepped back, looked at the broader context, and observed how students are doing later, as they near the completion of high school, engage in higher education, and join the workforce? 

Fortunately, a recent study conducted by researchers at UC Berkeley answers part of that question and urges better data collection to fully understand what is happening. Michael Kirst and Victor Chan (2026) recently published a peer-reviewed academic study that presents compelling data and argues that a narrow focus on test scores overlooks important information we need to consider when assessing how schools are doing. They also point to major gaps in the available data for understanding students' longer-term learning experiences as they complete high school and transition to post-secondary endeavors. 

While not discounting the importance and need to improve in reading, math, and other areas of academic performance, Kirst and Chan present a compelling argument that there are trends indicating learning success worth noting. Among their finding are: 

Importantly, the authors point to multiple additional areas of probable growth and improvement, but there are no robust, stable databases to track and document performance. Experiences such as on-the-job training, transfer pathways as students leave two-year institutions and matriculate to other programs and work, and military education show signs of effective outcomes, but inadequate data systems are in place to fully track and assess their quality and impact.  

Without question, American education faces serious challenges and must improve. However, we need to keep in mind that the story of how our education system is doing needs to include a broader perspective than test scores. The story must include the experiences and successes found within and beyond our traditional focus.  

Source:

Kirst, M., & Chan, V. (2026, April 4). Broadening our perspective concerning American education attainment, growth, progress, and data gaps. Research and Occasional Paper Series. https://escholarship.org/uc/item/6kf0842w  

Education is complex and challenging work. It can be frustrating, draining, and demanding. At times, it even feels all-consuming. Some days are filled with disappointment and dissatisfaction, and we may not see the full impact of our efforts. Toxic positivity is not the answer, but disparaging our profession is not a solution either. Acknowledging the reality of a career in education is one thing, but when we disparage and disrespect our profession, we risk sending the message that the work is not very important, rewarding, or worthy of high regard. 

How we view our work and profession can be reflected in the expectations we hold for ourselves and our students. When we fail to respect our work, we are less likely to fully and thoughtfully prepare for and support instruction and follow through to ensure that learning results. Students are likely to sense that we are lowering expectations for what we do and what they learn—and they will respond accordingly. 

As ambivalent as we might sometimes feel, we must respect our profession. Why? How we treat and talk about our profession can have a profound impact on how we work, how we are perceived, and even on the future of our profession. 

So, what does it look and sound like to respect our profession? Here are some examples: 

Respecting our profession also offers some important rewards. When we respect our profession, we respect ourselves and our work. We can take pride in our accomplishments, impact, and contributions. 

Respecting our profession also positions us to advocate for improvements. Our respect allows us to speak from the perspective of an advocate, not a critic. We can recognize that changes are necessary and possible. We can also be part of making our profession better. 

Finally, as models and influencers for students, our respect for our profession positions it as an option to be considered. We need bright, curious, motivated professionals to work with us and to come behind us. The teachers of tomorrow are sitting in our classrooms today. Our respect for our profession and encouragement for students to consider education as a career can help to ensure a bright future for education.  

Artificial intelligence can do many things, but it cannot lead—not in a classroom, not in a school, not in a district. AI can generate information, analyze data, summarize knowledge, and even mimic expertise, but it cannot read a room, exercise contextual judgment, or demonstrate emotional stability and wisdom. It is not a leader. 

Leadership is a complex, uniquely human behavior. In fact, rather than replacing leadership, the rise of AI has magnified its importance. Our students, staff, and communities want to know that we understand what matters to them and that we will be there for them. They want assurance that we can handle complex and emotional situations, and they want to feel that we are capable and trustworthy. These elements cannot be handled by technology.  

Consequently, now is the time to really, truly lead. The clarity, credibility, and conviction we bring to our work cannot be easily replaced by technology. People want leaders to whom they can turn in times of confusion, drama, and pressure. This is our opportunity.  

The truth is that as the capacity of artificial intelligence grows, so does the need for insightful, stable, skilled leaders. Consider these ways in which leadership becomes even more important and valued in an era of artificial intelligence. 

Judgment gains importance when information is abundant.  

Leadership gains value by demonstrating discernment, wisdom, and contextual understanding while considering information that AI can provide. Knowledge and expertise remain important when integrated with AI, but the value leaders add becomes less driven by their knowledge. Asking the right questions, navigating ambiguity, and making sound decisions in the face of uncertainty and competing priorities matter even more.  

The value of trust grows with the proliferation of auto-generated content. 

Incidents of deepfakes, hallucinations, and algorithmic decision-making raise caution and skepticism about the information AI produces. Trust remains among the most valuable currencies in organizations. Consequently, leaders who communicate openly, consistently, and authentically come to be increasingly relied on. People are more likely to assume credibility based on their emotions than to evaluate it solely on an intellectual level.  

Calmness and consistency are crucial in times of complexity and constant change.  

AI is accelerating the pace and breadth of change for most institutions and industries, including education. Rapid change inevitably generates confusion, fear, resistance, and fatigue. Leaders can provide stability and reassurance by projecting calm, consistency, and clarity. The key is not to pretend to have all the answers. Curiosity, adaptability, intellectual humility, and commitment to learning are increasingly important and impactful leadership behaviors.  

Genuine human connections mean more in the context of AI-simulated emotions. 

AI can simulate empathy and understanding, but artificial, mechanical emotions have limits and often lead to disappointment and a lack of fulfillment. They are poor substitutes for genuine emotional safety, human connection, and meaningful relationships. Leaders can offer authentic attentiveness, genuine care, and emotional intelligence that technology cannot fully replicate. People want to be seen, experience hope, and feel psychological safety in ways that only humans can provide.  

Real communication is even more important in an era of auto-generated content. 

It is true that AI can make communication easier and more efficient. It can produce polished emails, professional-looking presentations, and succinct reports. However, the presence of these tools also makes meaningful communication even more valuable. People want to feel connections that are authentic, deeply human, and emotionally fulfilling. Leaders can tap into the benefits AI offers, but the communication that matters most is an extension of who they are and what they value, and it reflects the connections they make with their audience. 

Ethical leadership is crucial to evaluate machine-generated advice and direction.  

AI can be vulnerable to bias, dismissive of privacy, insensitive to equity, and unconcerned with human dignity. Technical competence is not a substitute for moral clarity and ethical considerations. Leaders can ensure alignment with values, exercise the courage to make principled decisions, and model other behaviors that protect and value those who depend on them to guide and serve in ways that reflect everyone’s best hopes and highest expectations. 

As technology continues to advance and get better at generating information and providing answers, people will increasingly seek and value leadership that features the human qualities of wisdom, curiosity, empathy, vision, and trust. Now is the time to embrace our role and lead with humility, authenticity, and courage. 

We all have them—those moments we dread but cannot avoid. Among these times is the need to deliver bad news that we know will disappoint, frustrate, or even hurt someone we respect. Yet, this is the time of year when many important and difficult decisions are made. Of course, once decisions are made, they must be communicated to those affected by them. This reality means we can anticipate some difficult and emotional conversations.  

Changes in assignment, lack of promotion, and denial of resource requests are just a few examples of decisions that impact people’s lives and work, and they must be communicated clearly and compassionately. Difficult conversations at this time of the year can also include sharing disappointing news with parents and students.  

Regardless of the specific situation, when we must share bad news, we need to do so with thought, sensitivity, and empathy. We also need to plan carefully, deliver the news with clarity and credibility, and follow up appropriately.  Here is a three-part framework we can use to position and conduct the conversation in a manner that holds the greatest potential to convey the intended message without undermining trust and creating undue resentment.  

Preparing for the conversation:

Be clear about why. Few things can erode credibility and trust more than a lack of a clear, justifiable reason or rationale for the news. What factors, evidence, policies, or other elements explain and support the message? Make sure you can explain the situation clearly and concisely. Stumbling and hesitation can weaken the message. Be sure to “pressure test” the rationale and your reasoning before attempting to communicate the news. 

Anticipate how the news will be received. Depending on the nature and impact of the message, you might anticipate disappointment, shock, anger, embarrassment, or other emotions. While preventing these reactions may not be possible, you can plan for them and be emotionally prepared. As examples, you may hear claims of unfairness or perceptions of not being valued. You might also anticipate questions about what happens next and what options are available to mitigate or change the outcome. Thinking through how the news might be received and what follow-up questions are likely to arise can increase your comfort and make the conversation go more smoothly.  

Find the best time and place. Difficult conversations can take time. Schedule the meeting so you will not feel rushed or need to stop it before it is finished. Avoid having the conversation immediately before a weekend or break when support and follow-up are less likely to be available. Also, select a private place where the conversation is unlikely to be interrupted.  

During the conversation:

Get to the point. Clarity and directness can alleviate anxiety. Having a long build-up or introducing unrelated topics can create confusion and undermine the message. A simple statement such as “I have some difficult news to share” can set the stage. Follow with a clear and concise description of the situation. Share the decision, explain the rationale, and describe the next steps. Avoid blaming or attacking anyone’s character. Rather, focus on behaviors, circumstances, and other factors that contributed to the decision.  

Pause and create space for a reaction. Don’t let nervousness or discomfort with silence prevent you from giving the other person time to process the news. Extra explanation can create side issues and complicate the situation. Watch for emotional cues and respond empathetically, but avoid trying to dismiss or fix the situation. Telling someone not to worry or that everything will be fine is more likely to be read as thoughtless than helpful.    

Stay calm. Depending on the news you must deliver, emotions may quickly escalate, and you could become the target of accusations. It is important to remain calm and grounded. Avoid responding to emotions and frustrations and allowing the situation to spiral. Stay focused on the facts, implications, and evidence. If needed, you might pause the conversation and set a time to resume it when the person has had time to think and is calmer.  

Following the conversation:

Clarify the next steps. Conclude the conversation with specific information on next steps, timelines for action, and any expectations the other person must meet. Also, be sure to explain and offer any support available, such as assisting with transitions or coaching to address performance concerns.  

Document the conversation. Create a written record of what was discussed including next steps, support offered, and any other relevant elements of the conversation. Memories can be faulty and become skewed, especially in the aftermath of emotional conversations. A record of the conversation can offer protection for everyone involved and be a useful reminder of any needed follow-up.  

Follow up. Once the other person has had time to think and process the news, they will likely have questions. They may also need clarification on some implications and next steps. Inviting questions and clearing up confusion can prevent future problems and reaffirm your care and concern.   

Sharing bad news is rarely easy. Still, it's crucial to handle it as well as possible. Fortunately, with thoughtful planning; compassionate, clear delivery; and prompt, supportive follow-up, we can convey the message without sacrificing trust and credibility. 

Administrators, support staff, teachers, and other personnel spend countless hours each year in meetings. We meet to plan and review policies and programs, discuss student issues and services, design curricula, collaborate on instructional issues, engage in professional learning, and accomplish a variety of other purposes. Yet how often do we leave these meetings feeling that the time was truly well spent? Too many meetings produce polite conversation, little clarity, and minimal forward motion.  

The fact is that time is a precious resource, and we need to protect and use it well. Time spent in meetings needs to yield results that reflect the investment they represent. The question is: How can we structure and conduct meetings to produce outcomes that make them worthwhile and to accomplish what may be difficult or impossible if done through other means? 

Fortunately, there are several relatively simple and straightforward strategies we can employ to increase the value of meetings and ensure worthy outcomes. Here are five characteristics that most often lead to productive, satisfying team meetings.  

The meeting’s purpose is clear, shared, and worthy. Attendees understand whether they will be asked to plan, problem solve, decide, or engage in another process. They know what is expected of them and what success will look like. Further, they understand that the meeting will address an issue or problem that is meaningful and worth addressing. Consequently, attendees arrive with shared expectations and are ready to engage.  

Psychological safety is accompanied by expectations for accountability and engagement in intellectual challenge. Psychological safety can lead people to feel comfortable, but comfort alone does not lead to creativity and productivity. Shared norms of respect, trust, and the assumption of positive intentions provide a context for honest conversation. Shared accountability encourages all participants to contribute meaningfully. A focus on a worthy problem, significant challenge, or interesting idea invites cognitive engagement and can stimulate creativity. 

Diversity of perspective and opinion is valued, encouraged, and expected. Disagreement and dialogue often surface ideas, implications, and options that can be overlooked when agreement is immediate and unchallenged. Diversity of thought helps expose false and unhelpful assumptions and test the implications and potential of options. When agreement seems to emerge from the outset of the discussion, it can be useful to designate one of the meeting participants to challenge the group’s thinking and even propose alternatives for consideration.  

Power balances are recognized and managed. When people who are perceived as leaders or with authority speak first, other meeting members are more likely to agree, not speak, or wait until after the meeting to disagree privately.  Instead, formal leaders might serve as clarifiers, questioners, and evidence seekers throughout discussions. When leaders speak last, they have the benefit of having heard the discussion and evaluated information, evidence, and options. Consequently, their participation can serve to summarize and confirm what has been discussed as they weigh in on outcomes.  

Follow-up action items and next steps are clear, worthwhile, time-bound, and assigned. Stimulating discussions and important decisions can be compromised or lost without appropriate follow-up. The meeting wrap-up should include a list of what has been decided, who will be responsible for any next steps or supporting actions, when actions will be taken, and how progress will be measured and communicated. Effective meeting closure can prevent the need to repeat key discussions, revisit past decisions, and address uncertainty about the meeting's impact. Clear task assignments can also create ownership of what happens next.  

To ensure a meeting is worthwhile and productive, we might ask attendees to share a brief reflection. Rate each item on a 1-5 scale: 

Any items receiving a score of less than 4 signals the need for review and improvement.  

Meetings are expensive, and they should serve as valuable time to accomplish work that is best done in a group context. In short, meetings are important; they are worth doing well. If you have any doubts about whether a meeting was worth it, ask yourself this question: Could that have been an email?

There are days when we may not feel particularly powerful. We may struggle to gain the level of attention we seek, the cooperation we need, and the results we desire. Of course, the diverse personalities, lives, and current moods of our students, as well as our preparation and disposition, each play a role in how the day unfolds and how productive we feel and are.  

Nevertheless, there are sources of power we can tap to counter and overcome many of the challenges we face and increase the impact of our efforts. In fact, experts note that teachers as leaders in the classroom possess three potentially potent sources of power: Positional power, influential power, and network power. Each of these sources can provide crucial elements of influence important to effective classroom management and productive instruction.  

Fortunately, these sources of power do not compete. In fact, their presence can complement each other. When combined, they can offer substantial and sustained support to our teaching impact and classroom management. Let’s examine these three types of power and how they can provide us with the influence we need to be successful with students.  

Positional power is derived from the institution.  Teachers possess a measure of this type of power by virtue of their position of authority in schools and classrooms. The position permits teachers to set expectations, establish classroom-based structures and routines, make instructional and grading decisions, establish classroom level policies, and determine other formal roles, rules, and responsibilities. This power is most effective when exercised with consistency, purpose, and predictability. Effective use of positional power helps to protect and employ learning time efficiently, promote stability and safety, and clarify acceptable and unacceptable behavior. Positional power is most useful when it is used to create clarity rather than to primarily exercise control.   

Influential power finds its source in teacher characteristics and behaviors. Influential power is the ability to persuade. It draws from familiar elements of persuasion: Ethos, pathos, and logos, or credibility, emotion, and logic. We build influential power through the demonstration of competence, coaching and modeling, relationship building, empathy and encouragement, and other interpersonal behaviors that communicate caring, credibility, and consistency. Influential power supplements positional power by building and leveraging influence rather than defaulting to formal authority. Influential power can support our efforts to motivate students, build engagement, and encourage learning risk-taking. Influential power is best suited for shifting from a compliance-based classroom culture to one based on commitment.  

Network power relies on and draws from relationships, connections, and collaboration. Network power leverages partnerships with parents, other staff members and coaches, community connections, and others in the lives of students who hold positions of influence and opportunity. Often there are others in the lives of students who can provide support beyond what we can offer, who have the potential to influence students in ways not available to us, and who may see elements and aspects of students’ lives that can inform and support our efforts. Students exist in a world larger than the classroom or school; network power can activate sources of influence that exist in the broader world where students listen, learn, and respond. Network power takes a wholistic approach to supporting and influencing students. 

As noted earlier, each source of power is important to our success. They are not in competition. In fact, when employed thoughtfully and consistently, each source of power can support and complement the others. However, there are some cautions to observe:

• Our powers need to be grounded in caring and support, not manipulation.
• Trust is crucial to the effective exercise of any of the three sources of power.
• We need to avoid overuse or becoming overly reliant on any one source of power. 
• Neglecting any of the sources of power can diminish the impact of other sources.
• When we experience what feels like reduced power, we may need to examine all three sources to understand and shift the situation.  

Of course, there are other sources of power—intimidation, coercion, threat—that can seem as though they are effective in the moment, but they carry significant risks of backfiring and creating resistance and resentment. Our best course of action is to draw on sources of power that are grounded in respect, transparency, and trust.