Qualified special educators are needed to carry out research-based practices in schools. The shortage of special educators, the high numbers of uncertified teachers, and high attrition rates threaten the practice of science in the schoolhouse and, consequently, the education that students with disabilities receive. If teachers are to use research-based practices to benefit students with disabilities, care must be directed toward teachers, what they do, and the complex conditions in which their practice occurs. In this discussion, I focus on four factors that are important to special education teacher retention—responsive induction programs, deliberate role design, positive work conditions and supports, and professional development. These retention-enhancing factors also serve to cultivate qualified special educators by providing the conditions in which they can thrive and grow professionally.
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