Why Special Educators Should Be One Role Not Two: Case Manager or Teacher (not both)

In the world of Special Education, the roles of teacher and case manager are often merged, a practice that might seem efficient but is proving to be a recipe for burnout, which we are seeing across North America with record job openings and shortages of K-12 Special Education teachers. In the United States, the norm within most school districts is to combine the roles of a Special Education teacher and a case manager, despite the demanding nature of each. This approach often places an immense burden on educators, who are expected to deliver specialized instruction while simultaneously managing the complexities of IEPs and coordinating with a myriad of stakeholders. Sometimes, we see Special Education teachers having to teach over 150 or more students daily in their co-teaching classes and manage a caseload of up to 28 students! Over the past 10 years, a small minority of districts have begun to separate these roles, recognizing the potential for improved outcomes and reduced burnout. This model, though less prevalent, highlights a growing awareness of the need to reassess and possibly redefine the responsibilities of special educators for the betterment of both teachers and students.

• Bluesky
• Facebook
• LinkedIn
• Mail
• Mastodon
• Threads
• Twitter
• X
• Pinterest
• Reddit
• Tumblr

After many years of practicing this as a Special Educator, viewing the research, and hearing countless anecdotes, it is time for a change. Picture this: a dedicated educator navigating the complexities of teaching diverse learners while also juggling the immense responsibilities of managing Individualized Education Plans (IEPs), coordinating with families, and liaising with service providers. This dual role, often seen as a norm in Special Education, is stretching educators thin, leading to a crucial question: Should Special Educators wear two hats, or is it time to redefine their roles for sustainability and effectiveness? In this blog, we delve into why separating the roles of case manager and teacher might not just be beneficial, but necessary for the well-being of educators and the success of students with special needs.

Roles of a Special Education Teacher (minus the Case Manager tasks)

Special Education teachers have many roles and responsibilities as a classroom teacher. Below, includes a list of many of the key roles they hold:

• Plan and deliver instruction related to grade level and content standards.
• Review each IEP and ensure classroom meets the students individualized need
• Deliver specialized instruction based on students’ IEP goals.
• Adapt and modify general education curriculum for special education students.
• Provide feedback and grade student work.
• Use a variety of instructional strategies and materials to meet diverse learning needs.
• Conduct individual and small group instruction.
• Manage classroom behavior using positive reinforcement and behavior modification techniques.
• Assess student learning and progress through formative and summative assessment.
• Collaborate with general education teachers to support students in inclusive settings.
• Communicate regularly with parents and guardians regarding student progress and challenges.
• Prepare and maintain individual student records and reports.
• Implement and manage classroom routines and schedules.
• Order and organize classroom materials and resources.
• Supervise and collaborate with paraprofessionals and support staff.
• Participate in school meetings, professional development, and team planning sessions.
• Ensure compliance with all school and district policies.
• Create a safe, inclusive, and supportive learning environment.

Roles of a Case Manager

Special Education teachers have many roles and responsibilities as case manager. This is usually on top of their roles and responsibilities as a classroom teacher. Below are many of their roles and responsibilities as a case manager they must carry out:

• Assess students’ academic, social emotional, and behavioral needs.
• Consult with teachers regarding a students services, accommodations, modifications, and goals stated within an IEP.
• Develop Individualized Education Programs (IEPs) for each student.
• Schedule IEP meetings and coordinate the schedules of service providers and parents/guardians.
• Organize and lead IEP meetings with parents, teachers, and service providers.
• Coordinate with general education teachers for curriculum modifications.
• Implement IEP services and accommodations in the classroom.
• Monitor students’ progress towards IEP goals.
• Collect and analyze data on student performance and behavior.
• Communicate regularly with parents and guardians about student progress.
• Collaborate with school psychologists, therapists, and other service providers.
• Modify teaching strategies based on student needs and progress.
• Maintain accurate and confidential student records.
• Provide training and support to teaching assistants and paraprofessionals and teachers.
• Advocate for students’ rights and needs within the school system.
• Meet with students on caseload one on one for check-ins and consultation services.
• Work on transition assessments and transition goals for secondary students.
• Participate in professional development related to special education.

Remember, all of these tasks are not for only a few students. Rather, caseloads of Special Education teachers can reach up to 28 students. In various states, there are circumstances where this number can even be higher!

Why We Need to Separate the Two Roles – Ease Burnout and Focus on Sustainability

Separating the roles of a Special Education teacher into distinct positions of a classroom teacher and a case manager is crucial to address sustainability and prevent burnout. Currently, Special Educators juggling both roles face overwhelming responsibilities, leading to stress and burnout, which negatively impacts their effectiveness and retention in the profession. By dividing these roles, each professional can focus and excel in their specific area—teachers in instructional strategies and classroom management, and case managers in IEP development, data collection, and stakeholder communication. This separation ensures more dedicated attention to each student’s needs, leading to improved educational outcomes. However, it requires a significant investment in hiring more Special Education professionals, which is essential for the long-term benefit of both educators and students. This change not only promotes teacher wellbeing but also elevates the quality of education and support provided to students with special needs.

What are your thoughts about this? How would you feel about this change? Is this possible?

You can also visit my previous blog post about the sustainability of Special Education here as it outlines many arguments as to how we can reform the profession to make it more sustainable and better for teachers and students alike.

• Bluesky
• Facebook
• LinkedIn
• Mail
• Mastodon
• Threads
• Twitter
• X
• Pinterest
• Reddit
• Tumblr