By Dr. Brittney Clinton | Thursday, November 6, 2024 | 4:15 PM ET
Dr. Natasha Veale, the founder of Veale Leadership Consulting, LLC, provides significant assistance to educators in the field of special education as an independent educational consultant. She is committed to aiding educators in overcoming job-related problems and realizing their full potential via her passion for coaching, mentoring, and instruction. Her distinctive methodology and extensive skills enable her to provide personalized guidance and support, promoting a culture of growth and success in educational environments. Her work is driven by a love for inspiring individuals to realize their best potential and positively impact the lives of children with diverse learning needs.
Dr. Brittney Clinton: What specific strategies have you implemented to support the retention of special education teachers?
Dr. Natasha Veale: I have been an educator for 24 years and 17 years have been in higher education preparing, supporting, and teaching special education teachers. As a special education professor and special education program coordinator, my mission has been to build teachers into teacher leaders ingrained with perseverance and drive to push through whatever obstacle education throws their way. I have spent countless hours offering one-on-one support to help them build their problem-solving skills and combat seemingly difficult issues to fill in for the support they sometimes feel they lack in their school settings. As a special education leadership consultant, I offer support to building-level administrators to help them grow their special education leadership skills that directly affect their ability to support their special education teachers. I created a practical framework called the Transforming Special Education Leadership (TSEL) Framework that building-level administrators can use to help:
• Build relationships and develop rapport with their special education teachers
• Build their self-efficacy to feel confident in their ability to lead their special education teachers
• Improve their leadership capacity as special education leaders
• Apply transformational leadership practices embedded in their special education leadership to improve special education teacher retention and student outcomes.
Dr. Brittney Clinton: How do you address the unique challenges faced by special education teachers in terms of workload and emotional support?
Dr. Natasha Veale: As a professor and special education program coordinator, I actively consider special education teachers' workload and their need for emotional support as they progress through my special education licensure program. I established a cohort structure where they have other special education teachers to lean on for support when they sometimes are the only special education teachers employed at their schools. There are semesters where I may not be their direct professor, but I send out multiple checkpoint emails throughout the semesters I do not actively see them to encourage them and offer a listening ear. They undoubtedly take advantage of my offer, and I assure them that I will be there if they need me.
As a special education leadership consultant, I take the conversation to building-level administrators responsible for leading the special education teachers with the hope that talking about special education teacher workloads and their needs for emotional support in the school will encourage administrators to make changes within their leadership to foster emotionally supportive environments for their special education teachers.
Dr. Brittney Clinton: What role does professional development play in retaining special education staff, and what opportunities are currently available?
Dr. Natasha Veale: When special education teachers spend time in professional development at their schools or districts that directly affect their teaching setting and the students they serve, it can be considered meaningful and useful. However, if these teachers are placed in professional development situations that take them away from properly serving their students, it can have a negative effect on retention.
Special education teachers are often overworked and overwhelmed when their roles include both teaching and case management of students with Individualized Education Plans, so the professional development they attend should cater to their individual needs as special education teachers.
It is also important that building-level administrators attend professional development opportunities related to special education to build their knowledge of special education best practices, not only regarding compliance but also on how students with disabilities are served in special education classrooms. If professional development were designed to support administrators’ role as leaders of special education at their schools to build their self-efficacy and confidence as leaders of special education, special education and the importance of special education teachers could become more front of mind for these administrators.
In 2019, Ansley and her colleagues found that when made a priority, organizational relationships have produced favorable outcomes related to school culture, job commitment, and engagement among special education teachers, so offering professional development in these areas is crucial.
Dr. Brittney Clinton: How do you gather feedback from special education teachers regarding their experiences, and how is this feedback used to inform retention strategies?
Dr. Natasha Veale: Currently, the only feedback offered at the college program level is at the end of each semester in faculty evaluations. I use the feedback to make changes in my courses or approaches to working with the special education teachers if necessary. For building-level administrators, I conduct a Transformational Special Education Leadership (TSEL) Needs Assessment with them one-on-one at the beginning and the end of contracted services that reveal their challenges and areas of needed improvement to inform their practices related to special education retention strategies they agree to employ at their schools based on the results.
The feedback from this assessment can lead to additional coaching and consulting services based on their desired needs to support their special education teachers.
Dr. Brittney Clinton: What partnerships or collaborations does the institution have with local schools or organizations to enhance support for special education teachers?
Dr. Natasha Veale: Greensboro College has several school district partnerships in NC to support the recruitment of special education teachers to earn their teaching licenses and grow as teacher leaders in their schools. We actively support Teacher Assistant to Teacher programs that different districts employ and invite them to enroll in our licensure programs to reach their goals. We secure Memorandums of Understanding with school districts to maintain student-teacher placements and clinical practicum settings to ensure special education teacher candidates can complete their programs successfully.
Veale Leadership Consulting, LLC has secured contracts with institutions in NC to offer workshops, needs assessments, and consultations to building-level administrators to build and grow their special education leadership capacity to support and retain their special education teachers.
Ultimately, Dr. Natasha Veale's relentless commitment to improving teachers in the field of special education is rather remarkable. Her great will to create an inclusive and efficient learning environment for every student appears in her enthusiasm for mentoring and coaching. Dr. Veale is a great source of direction and encouragement for those traveling through their educational paths.
She may be reached at Veale Leadership Consulting, LLC to discuss how her knowledge could support your success in your academic pursuits. Her book, How to Retain Special Education Teachers: A Transformational Leadership Guide for School Administrators is available for pre-order now. The link is on her website. Working together, we can empower the teachers guiding our children and build a better future for them.
Natasha W. Veale, Ph.D., Ed.D.
336-638-1738
Dr. Brittney Clinton is a content educational practitioner currently serving as an Associate Professor at Westcliff University, Dissertation Committee Member, independent published author, and compassionate leader that attract other professionals, scholars, and individuals in the community with a devoted purpose to empower, educate, and support others. Previously, Dr. Clinton served various leadership roles in Winston-Salem, NC with the following organizations: Sigma Gamma Rho Sorority, Inc and The Order of the Eastern Star PHA 30th District. Dr. Clinton currently serves as a board member for the city of Winston-Salem, NC Appearance and Commission Board. Dr. Clinton graduated from the following prestigious institutions: Winston-Salem State University, B.A. Sociology/Elementary Education 2009, Strayer University, MA Education Leadership and Management 2012, and Capella University, Ed. D Education Leadership and Management 2015. Dr. Clinton founded the motto “Continue to be a beacon of light”; which is implemented daily while effectively illuminating a successful path for others.
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