# data[].attributes.attachment_link.readable_text
Log into your AZToolkit account:

AZ Toolkit is a subscription website packed with resources built specifically for the early ed profession. Log in to ONE site and quickly find everything you need to run your program right at your fingertips.

SAVE TIME

Find essentials to streamline administrative work. Meeting complex state and federal requirements are simply a click away! AZToolkit offers many of the resources needed to successfully advance through the quality continuum - all in one central location and consistent with the national shared resources and services initiatives.

Powered by acquire4hire, AZToolkit Job Bank is an all-in-one tool for both job seekers and for employers looking to hire talented ECE staff. Create a job post using a set of prewritten job descriptions. Distribute with one click to the most popular job sites across the web. Manage the hiring process using custom workflows and templates.

SAVE MONEY

Gain instant buying power by joining an existing nationwide pool of purchasers. Save on everything from child care products, office and safety supplies to credit card processing and payroll services.

RAISE QUALITY

AZToolkit contains the resources you need to raise the quality of your program - all in one location! Log in and find ever-changing themed resources for curriculum, tip sheets to support children's learning and guides on promoting early literacy in the classroom. AZToolki is packed with teacher tools for improving the classroom environment.

8 Steps to Success with AZToolkit

Typical savings are 20-50%.

Reduce the time spent on administrative details, and spend more time on strengthening the quality of your program!

Curriculum ideas and classroom materials

Human resource tools, templates, forms and policies

Discounts at leading vendors/retailers

Direct links to key forms and relevant websites

One (1) complimentary subscription to AZToolkit is available to each Arizona DHS-licensed, DES-certified, military or tribal licensed child care provider through June 30, 2024 thanks to funding from Arizona Department of Economic Security Division of Child Care in partnership with Southwest Human Development.

To receive your complimentary subscription, please submit a request to create an account in the button below. Our team will verify your eligibility and send your login information if eligible.

You can also purchase subscriptions for additional members on your team!

Subscription Pricing

Annual Subscription Savings: Become a member of NAEYC/AzAEYC!

Join NAEYC/AzAEYC with an Entry (Digital) Level Membership for $30. You'll be eligible to purchase an AZToolkit annual subscription at the NAEYC/AzAEYC member price - and you'll save $20 on the AZToolkit non-member annual fee!

Ready to get started? Click on the orange button below to request your log-in account.

Already have a log in account? Choose a subscription that meets your needs. Special pricing for NAEYC members and NAEYC Accredited Centers.

AZToolkit is sponsored by funding from Arizona Department of Economic Security Division of Child Care in partnership with Southwest Human Development.

Virginia G. Piper Charitable Trust's investment in the development of AZToolkit is part of a commitment to enhanced child care practices and after school care to prepare Arizona's young learners, ages birth to age 8, for success in school and beyond.

Questions? Send us an email.
Or give us a call at (602) 935-9905.

AzAEYC
C/O Linda Pauley, AzAEYC Business Manager
23914 S Alma School Rd
Chandler, Arizona 85248

# data[].attributes.attachment_link.description
We've updated AZToolkit with important interim guidance directly from the Centers for Disease Control and other trusted sources - specifically for child care programs to help plan, prepare for, and respond to COVID-19. AZ Toolkit is a comprehensive resource for early learning providers designed to save time, increase quality, reduce costs and share knowledge, with the necessary resources to advance through the quality continuum.

# data[].attributes.headline
Council of Administrators of Special Education (CASE)

# data[].attributes.subject
Council of Administrators of Special Education (CASE)

# data[].attributes.body
New Directors’ Network

AzCEC/AzCASE Special Education Directors Academy (SEDA)

Annual Conference

Principal and Charter School Leadership Institute: “Legal Issues in Special Education & Disability Law”

# data[].attributes.headline
Retention of Early Childhood Professionals Practice Profile

# data[].attributes.subject
Retention of Early Childhood Professionals Practice Profile

# data[].attributes.body
IDEA Conference | Arizona Department of Education (azed.gov)

# data[].attributes.headline
Recruitment of Early Childhood Special Education Professionals

# data[].attributes.subject
Recruitment of Early Childhood Special Education Professionals

# data[].attributes.headline
Post open positions on the Arizona Education Employment Board!

# data[].attributes.subject
Post open positions on the Arizona Education Employment Board!

# data[].attributes.attachment_link.title
AEEB - Arizona Education Employment Board

# data[].attributes.attachment_link.description
Find an education related position in Arizona! Includes an online resume portal and an optional e-mail notification!

# data[].attributes.headline
Post open positions on the Arizona Education Employment Board!

# data[].attributes.subject
Post open positions on the Arizona Education Employment Board!

# data[].attributes.headline
Grow Your Own Teachers and Related Service Providers Guidance Document

# data[].attributes.subject
Grow Your Own Teachers and Related Service Providers Guidance Document

# data[].attributes.headline
A Guide to Recruitment and Retention for Early Childhood Professionals

# data[].attributes.subject
A Guide to Recruitment and Retention for Early Childhood Professionals

# data[].attributes.headline
Pathways to Special Education Teacher Certification

# data[].attributes.subject
Pathways to Special Education Teacher Certification

# data[].attributes.headline
Coaching and Consultation Practices in Early Childhood

# data[].attributes.subject
Coaching and Consultation Practices in Early Childhood

# data[].attributes.body
Written by two experts on early childhood intervention and special education, this book introduces multiple models of professional collaboration and offers in‐depth guidance on how to implement an effective consultation/coaching model in early childhood settings.

# data[].attributes.attachment_link.title
Coaching and Consultation Practices in Early Childhood

# data[].attributes.attachment_link.description
Coaching is one of the best ways to enhance the skills of early childhood practitioners and ensure high‐quality learning experiences for young children with and without disabilities. With this authoritative professional learning resource, educators and early interventionists will learn how to use coaching and consultation methods to support inclusion and ensure the best outcomes for all children from birth to five.

# data[].attributes.headline
Coaching with Powerful Interactions Book (NAEYC Publications)

# data[].attributes.subject
Coaching with Powerful Interactions Book (NAEYC Publications)

# data[].attributes.attachment_link.authors[].name
Judy Jablon, Amy Laura Dombro, Shaun Johnsen

# data[].attributes.attachment_link.title
Coaching with Powerful Interactions: A Guide for Partnering with Early Childhood Teachers, Second Edition

# data[].attributes.attachment_link.description
Learn more about Coaching with Powerful Interactions: A Guide for Partnering with Early Childhood Teachers, Second Edition

# data[].attributes.body
https://www.azed.gov/specialeducation/az-tas-documents

# data[].attributes.headline
ADE/ESS Support for Special Education Directors

# data[].attributes.subject
ADE/ESS Support for Special Education Directors

# data[].attributes.body
Special Education New Director Symposium (SENDS)

Special Education Professionals Check-Ins

Assigned Program Support and Monitoring (PSM) Specialist and Consultant of the Day

# data[].attributes.headline
Free NAU courses for professional growth or graduate credit for a fee

# data[].attributes.subject
Free NAU courses for professional growth or graduate credit for a fee

# data[].attributes.body
SELECT Program | Institute for Human Development (nau.edu)

# data[].attributes.body
Arizona Early Childhood Workforce Registry (azregistry.org)

# data[].attributes.body
https://www.azed.gov/specialeducation/teach-camp

# data[].attributes.attachment_link.readable_text
Module 6-Mentoring & Induction for Educators of Students with Disabilities-aims to strengthen collaboration between states, districts, and educator preparation programs to ensure that all partners are invested in the creation of local mentoring and induction programs that reinforce the content and skills that teachers and leaders need to serve students with disabilities.
Download the Anchor Presentation (PowerPoint).

# data[].attributes.attachment_link.title
Center on Great Teachers & Leaders - at American Institutes for Research

# data[].attributes.attachment_link.description
The GTL Center is dedicated to advancing state efforts to grow, respect, and retain great teachers and leaders for all students. Our mission is to foster the capacity of vibrant networks of practitioners, researchers, innovators, and experts to build and sustain a seamless system of support for great teachers and leaders for every school in every state in the nation.

# data[].attributes.body
Welcome to Educator Recruitment and Retention | Arizona Department of Education (azed.gov)

# data[].attributes.body
ESS Recruitment & Retention | Arizona Department of Education (azed.gov)

# data[].attributes.headline
Training and Technical Assistance Glossary

# data[].attributes.subject
Training and Technical Assistance Glossary

# data[].attributes.body
Raise the Bar: Eliminate the Educator Shortage | U.S. Department of Education

# data[].attributes.attachment_link.readable_text
Facilitation Guide

About the Guide

The Facilitator's Guide to the Educator Shortages in Special Education: Toolkit for Developing Local Strategies is designed to lead state teams through a collaborative process to develop a comprehensive approach for addressing special education teacher shortages. This guide helps teams identify and implement a combination of short- and long-term educator talent management strategies to create comprehensive shortage solutions that address local context and needs.

Aligned with current efforts from the U.S. Department of Education's Office of Special Education Programs, this process intentionally examines shortages across the entire career continuum-from attracting to preparing to retaining teachers-so that all students with disabilities have access to effective teachers.

Who Should Use the Guide

The Facilitator's Guide is written for the leaders and facilitators of state teams charged with developing a comprehensive approach for addressing local special education teacher shortages. State teams should promote shared ownership, collective action, and joint accountability across the following partners:

State education agency (SEA) personnel responsible for statewide educator talent management systems, data and monitoring systems, and educator preparation and accountability systems

Regional education agency personnel responsible for building capacity across districts and regions within states

Local education agency (LEA) or district personnel responsible for attracting, developing, and retaining effective special education teachers, including instructional leaders and human resources personnel

Educator preparation program (EPP) personnel, including both traditional and alternative routes, responsible for preparing new special education teachers

How to Use the Guide

The Facilitator's Guide leads teams through a multi-stage process to consider both short and long-term strategies that contribute to a comprehensive approach to addressing special education teacher shortages. Each stage is anchored by an essential question and big ideas to help teams frame their thinking about special education teacher shortages.

Each stage is further divided into suggested action steps accompanied by recommended tools and resources and reflection questions for state teams. The recommended tools and resources provide state team leads and facilitators with in-depth facilitation guidance, implementation resources, and continuous improvement tools to help state teams carry out the suggested action steps.

Teams may need additional support from an experienced technical assistance facilitator to carry out the activities in this guide. States interested in support around this guide should contact the CEEDAR Center.

Primer

Policy Brief: Preparing and Retaining Effective Special Education Teachers: Short-Term Strategies for Long-Term Solutions

This brief for policymakers, preparation providers, and state and district administrators offers a high-level overview of evidence-based short-term strategies that complement longer-term, systemic solutions to special education teacher shortages. It includes an overview of research, talking points, and recommendations.

Brief: Short-Term Strategies for Dealing with Shortages of Special Education Teachers

Schools and districts facing teacher shortages often have few options for filling vacant special education teacher positions. This brief outlines short-term strategies that, when paired with long-term comprehensive strategies, can be employed to hire, prepare, and support teachers in schools and districts facing special education teacher shortage crises.

Teacher Shortage Solutions Toolkit from Learning Policy Institute

A one-stop shop for research, talking points, strategies, interactive maps, and costing tools for exploring and addressing ongoing teacher shortages in the U.S., the Toolkit also includes a specialized section on special education teacher shortages. This section, developed with the GTL Center and CEEDAR Center, is a great starting point for developing a full understanding of special education teacher shortages.

# data[].attributes.attachment_link.description
This page gives an overview of our Shortage Toolkit with downloadable materials.

# data[].attributes.attachment_link.description
Reports and data about the specialized instructional support and special education teacher shortage.

# data[].attributes.body
Stay+Interview+Quick+Guide+2021.pdf (squarespace.com)

# data[].attributes.attachment_link.readable_text
As the school year comes to a close, district and school leaders may be taking stock of teachers and other staff who turned in their resignations and asking: What could I have done to get them to stay?

It seems like a logical question. But some human resources experts suggest it's the wrong one.

By the time employees have decided to move on-even if they agree to offer feedback, say, in the form of an exit interview-they may not be eager to invest the time and energy into thoughtful feedback about why they're leaving. The bottom line? An exit interview won't help retain a valuable employee. But a stay interview might.

The stay interview is, in key ways, like the alter ego of the exit interview. But it's not a strategy that's widely used in school districts-a potential missed opportunity to help solve some of schools' acute challenges with staffing.

A stay interview takes place during the school year, not at year's end, and it's conducted primarily with employees that you don't want to lose-rather than those who've already decided to leave. An effective stay interview, say human resources experts, can elicit powerful information from employees considered "enthusiastic stayers." In turn, you can use this input to ensure their continued job engagement and retention.

"The stay interview is an attempt to avoid the exit interview," said human resources expert Emily Beck.

Moving the needle on retention

The effectiveness of the strategy is being closely watched in the Phoenix area, where the Office of the Maricopa County School Superintendent introduced a robust stay interview process as part of a grant-funded initiative aimed at improving employee retention in five school districts.

Beck, a human capital management systems administrator for the Maricopa County School Superintendent, explains that the five districts participating in the retention efforts are Title I schools serving large numbers of low-income children. Those schools generally have 50 percent higher attrition rates than higher-income, non-Title I schools. But among the districts in Maricopa County that implemented the stay interview process beginning in 2019, 94 percent of teachers were retained coming into the 2020-21 school year.

The Phoenix Elementary School District was one of them.

"In the first three years of implementing the stay interview process, we saw teacher retention over 90 percent," said Victor Diaz, director of human resources in the district. "Elsewhere in Arizona, attrition rates were 20 to 30 percent."

These retention numbers are a big deal for a district that has struggled with a teacher shortage for 15 years and in a state where teacher attrition rates are among the worst in the country.

"With us, it's not just about the retention numbers; it's the people who you retain," Diaz said. "Ninety-three percent of teachers we retained are our rock star teachers."

It wasn't happenstance.

"The process drives the quality that you're going to hear," Diaz said of the stay interview, which is defined in a toolkit developed by the Maricopa County superintendent's office as "a deliberate, scheduled, one-on-one conversation with your top performers, flight risks, and high potential staff members."

Beck, an expert who has presented on the topic, and Diaz, whose district now uses the strategy regularly, shared with Education Week how stay interviews-when conducted in an intentional manner with key employees-can serve as a central element to a school culture heavily invested in teacher engagement and retention.

Selection of stay interview candidates must be strategic

In the stay interview, the staff you choose to interview is as important as how you conduct the interview.

"Irreplaceables" is how Beck describes the teachers she suggests selecting as interview subjects.

This tends to be about 20 percent of a teaching staff, she says. In addition to top-performing teachers, Beck also recommends identifying what she terms "flight risks"-valuable teachers whose departure for other opportunities would have a drastic, negative impact campuswide.

While some might question why only a select group of people are interviewed, Diaz explains that it's necessary.

"This has to feel different, special. Being exclusionary is part of the power of it," he said. "It's about listening, responding, and elevating the voices of our best people."

How stay interviews should work

"Deliberate" is a term used frequently to describe the stay interview. "They're not on-the-fly conversations or check-ins," Beck said. Nor are they intended to be associated with performance appraisals or an annual review, she adds.

Rather, they're one-one-one conversations initiated and conducted by the principal or another administrator to learn about what motivates and frustrates valued employees, and what they'd like to see changed.

Ideally, the interviews last between 30 and 40 minutes and consist of around five open-ended questions designed to spur dialogue.

Examples of questions include:

What do you look forward to when you come to work each day?

If you were to consider leaving this position, why would that be?

What factors may trigger a departure?

The strategic nature of the stay interview extends to when they're held.

September and October are ideal months, suggests Diaz, as employee motivation usually runs highest in the early months of the school year. But one caveat applies to first-year teachers, whom Diaz says are usually still in survival mode in the fall and probably not ready to respond to probing questions about their job.

After the interview, follow-up is essential

Conducting stay interviews in the fall allows plenty of time to address concerns raised by staff during these conversations. And the follow-up is a critical part of the process, Diaz says.

"What if you told the superintendent about these issues and nothing happened?" Diaz said. "That would feel worse than not having shared them."

Diaz acknowledges that committing to this engagement and retention strategy-from identifying ideal interview candidates to conducting interviews to analyzing and acting on responses-takes time.

"When have you listened enough? Never," he said. "It's definitely a commitment."

But when you consider the likely alternative, the stay interview sounds like an investment worth making.

As Beck points out, it takes a lot more time to recruit and hire an excellent teacher than it does to retain one.

# data[].attributes.attachment_link.title
The Stay Interview: How It Can Help Schools Hold Onto Valued Staff

# data[].attributes.attachment_link.description
As the school year comes to a close, district and school leaders may be taking stock of teachers and other staff who turned in their resignations and asking: What could I have done to get them to stay? It seems like a logical question. But some human resources experts suggest it's the wrong one.

# data[].attributes.headline
ADE/ESS Tuition Reimbursement for paraprofessionals or educational interpreters to become special education teachers. 

# data[].attributes.subject
ADE/ESS Tuition Reimbursement for paraprofessionals or educational interpreters to become special education teachers. 

# data[].attributes.body
The Special Education Teacher Tuition Assistance (SETTA) program provides funding reimbursement for tuition assistance to paraprofessionals and educational interpreters that leads to special education teaching certification.

Certifications that satisfy the application requirements:

1. Mild/Moderate Disabilities

2. Moderate/Severe Disabilities

3. Early Childhood Special Education

4. Hearing Impaired

5. Visually Impaired

For any additional information, please email the ESS Recruitment and Retention Inbox.

# data[].attributes.body
Microsoft Word - 2022 CEC Paraeducator Competencies__FINAL.laid out.docx (exceptionalchildren.org)

# data[].attributes.headline
Paraprofessional resource and research center

# data[].attributes.subject
Paraprofessional resource and research center

# data[].attributes.attachment_link.readable_text
PARAprofessional resource & research center

The Paraprofessional Resource and Research Center (PAR²A Center) is a part of the School of Education & Human Development at the University of Colorado Denver. The mission of The PAR²A Center is to develop a qualified and effective workforce consisting of degreed and non-degreed personnel in the fields of early intervention, education and human services. The Center focuses on enhancing education and services for ALL children and youth (from birth through 21 years), especially those at risk, through policy creation, professional development and research with regards to roles and responsibilities, coaching and mentoring and career ladders for personnel.

In addition to being the premier source of information on paraprofessionals (paraeducators) working in the fields of education and human services, the center is a nationally recognized leader for:

Research-based Train the Trainer (TOT), coaching and supervision models.

Competency-based curriculum development and instructional materials.

Innovative pathways and pipelines that transition indigenous candidates to teacher positions in high-need schools.

All inquiries concerning PAR²A Center services such as:

Paraeducator training

Paraeducator supervision training for teachers and administrators

Train the Trainer model for teachers and administrators

Mentor training

Please contact: Ritu Chopra, Executive Director or call 720-588-9681
Click here for the PAR²A Center overview brochure
PAR²A Center Accomplishments

19 individuals have completed and passed the National Intervener Certificate E-Portfolio (NICE) assessment process and are now certified Interveners working with students who are deaf-blind.

Designed 22 courses and instructor manuals for K-12 paraeducators as well as 17 courses and instructor manuals for Early Intervention Paraprofessionals that lead to a variety of certificates

Trained over 12,000 individual paraeducators

Trained over 3,500 licensed professionals in paraprofessional supervision

Trained over 1,300 trainers to deliver curriculum to paraprofessionals

Transitioned over 300 paraeducators and other non-traditional students to teachers mainly in high-need subject areas - Special Education, Bilingual Education, Math and Science

Acted as an advisory body to Colorado state departments on issues related to paraprofessionals

Impacted policies in other states

Convened state level coalitions that focus on paraprofessional issues

Developed and implemented the system of state mandated training and supervision of early intervention paraprofessionals for the state of Colorado

Developed state standards for early intervention paraprofessionals

Conducted standards-based paraprofessional curriculum review and revisions

# data[].attributes.attachment_link.description
The Paraprofessional Resource and Research Center (PAR²A Center) is a part of the School of Education & Human Development at the University of Colorado Denver. The mission of The PAR²A Center is to develop a qualified and effective workforce consisting of degreed and non-degreed personnel in the fields of early intervention, education and human services.

# data[].attributes.body
Paraeducator Online Training | The Master Teacher

# data[].attributes.body
Planning Teacher Stay Conversations | TNTP

# data[].attributes.body
Saturday Mornings with the NRCP (azed.gov)

# data[].attributes.body
ESS Early Childhood Special Education Padlet

# data[].attributes.headline
Early Childhood Personnel Center: Comprehensive System of Personnel Development

# data[].attributes.subject
Early Childhood Personnel Center: Comprehensive System of Personnel Development

# data[].attributes.body
A CSPD is a framework to improve the quantity, quality, and effectiveness of the early childhood intervention workforce who provide services and interventions to facilitate the development and learning of infants and young children with disabilities and their families.

# data[].attributes.attachment_link.readable_text
Congratulations Minnesota CSPD Team!
MN Licensure: Notice of Adoption Published!
Developing a State Comprehensive System of Personnel Development
A system designed to address the challenges faced in the Early Childhood (EC) workforce, including:

Shortages of personnel

Need for additional training at both the pre-service and in-service levels

Inconsistent alignment of state and national competencies and standards

Challenges faced by EC personnel due to the diverse needs of young children and their families

Inequities of preparation and compensation among those providing services

The ECPC collaborated with the Early Childhood Technical Assistance Center (ECTA) to create an Early Childhood Systems Framework .pdf for Part C and Part B section 619 Coordinators to evaluate their current systems, identify potential areas for improvement, and develop more effective and efficient systems that support the implementation of evidence-based practices in each of six main areas. The ECPC's work resides in the Personnel/Workforce (PN) component of this framework, which addresses the necessity of understanding workforce capacity in order to provide timely and consistent services by prepared personnel in early childhood. ECPC-CSPD Self-Assessment .pdf

Link to State CSPD Leadership Space - Login required

The Intensive Technical Assistance program of the Early Childhood Personnel Center is an 18-month program centered on the development and implementation of an integrated, comprehensive system of personnel development (CSPD) for the participating state. Each participating state will be assigned at least one Technical Assistance (TA) Consultant, who will assist in guiding the state participants through the phases of developing their CSPD

The goal of the Intensive TA State Partnership is to build state capacity to foster professional development of the early childhood workforce. Through this partnership, we hope to:

Enhance knowledge and skills of practitioners and those who support them including administrators, TA providers, and faculty;

Support the implementation and sustainability of evidence-based practices; and

Increase the size of the workforce skilled in providing inclusive intervention practices.

Intensive TA states will follow a 4-phase process that allows them to recruit and develop a diverse team of professionals who will address all subcomponents of a CSPD, including: (a) leadership, coordination, and sustainability; (b) state personnel standards; (c) pre-service personnel development; (d) in-service personnel development; (e) recruitment and retention; and (f) evaluation. This graphic .pdf depicts an overview of our Intensive TA methodology, subcomponents and their quality indicators, and our currently participating states.

The ECPC has recruited a cohort of states to receive Intensive Technical Assistance. Each of these states has (1) been assigned an ECPC-appointed TA provider, (2) completed our strategic planning process to created a personalized vision and mission for their CSPD, and (3) are working through action plans developed for each subcomponent.

Action Planning
Process and Evaluation Tools for Developing an Action Plan

This document is used to evaluate the quality of your action plan.

CSPD Orientation and Overview Materials
CSPD Orientation and Onboarding Powerpoint

Infographic on Involving Families in CSPD "The Basics"

Self-assessment for families to gauge their readiness to participate in an advisory capacity

Self-Assessment for State Administrators to measure family/stakeholder engagement
CSPD Sub-Component workgroup briefs:
An overview for each workgroup

Sue Thomas from Minnesota Department of Education 619 Coordinator shares the importance of involving families within the Comprehensive System of Personnel Development (CSPD) process for early childhood.

Vision Statement: Highly competent and committed team supported by an integrated and inclusive professional development system that results in positive outcomes for young children and their families.
Un equipo altamente competente y comprometido, apoyado por un sistema integrado e inclusivo para su desarrollo profesional, que alcance resultados positivos para la niñez en edad temprana y su familia.
Mission Statement: Design, develop and implement a formal based cross disciplinary, articulated and sustainable system with accessible professional development experiences and opportunities.
Diseñar, desarrollar e implantar un sistema formal, interdisciplinario, articulado y sostenible con experiencias y oportunidades de desarrollo profesional disponibles y accesibles.

# data[].attributes.attachment_link.title
Develop a State CSPD | The Early Childhood Personnel Center

# data[].attributes.attachment_link.description
State Systems of Early Childhood Intervention Comprehensive Systems of Personnel Development Develop strategies to identify, hire and maintain a qualified workforce across discipline Align discipline specific and cross discipline knowledge, skills and competencies with national requirements and ...

# data[].attributes.headline
You can be an Early Childhood Special Educator

# data[].attributes.subject
You can be an Early Childhood Special Educator

# data[].attributes.headline
You can be a Developmental Special Instructionist

# data[].attributes.subject
You can be a Developmental Special Instructionist