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Job outlook for directors of special education in the United States
Director of special education job growth summary. After extensive research, interviews, and analysis, Zippia's data science team found that:
The projected director of special education job growth rate is 4% from 2018-2028.
About 20,600 new jobs for directors of special education are projected over the next decade.
Director of special education salaries have increased 6% for directors of special education in the last 5 years.
There are over 6,788 directors of special education currently employed in the United States.
There are 21,975 active director of special education job openings in the US.
The average director of special education salary is $80,520.
Are director of special education jobs in demand?
Director of special education job and salary trends over time
Director of special education jobs over time
Director of special education job growth rate over time
| Year | # of jobs | % of population |
|---|---|---|
| 2021 | 6,788 | 0.00% |
| 2020 | 6,865 | 0.00% |
| 2019 | 6,980 | 0.00% |
| 2018 | 6,685 | 0.00% |
| 2017 | 6,627 | 0.00% |
Average director of special education salary over time
Director of special education salary by year
| Year | Avg. salary | Hourly rate | % Change |
|---|---|---|---|
| 2026 | $80,520 | $38.71 | +0.3% |
| 2025 | $80,308 | $38.61 | +1.8% |
| 2024 | $78,886 | $37.93 | +1.3% |
| 2023 | $77,837 | $37.42 | +2.7% |
| 2022 | $75,765 | $36.43 | +2.2% |
Director of special education jobs by state
Most common states for directors of special education
| Rank | State | Population | # of jobs | Employment/ 1000ppl |
|---|---|---|---|---|
| 1 | District of Columbia | 693,972 | 177 | 26% |
| 2 | Arkansas | 3,004,279 | 653 | 22% |
| 3 | Iowa | 3,145,711 | 643 | 20% |
| 4 | Oklahoma | 3,930,864 | 662 | 17% |
| 5 | Louisiana | 4,684,333 | 588 | 13% |
| 6 | Nebraska | 1,920,076 | 246 | 13% |
| 7 | Alabama | 4,874,747 | 578 | 12% |
| 8 | Kentucky | 4,454,189 | 538 | 12% |
| 9 | Mississippi | 2,984,100 | 359 | 12% |
| 10 | Vermont | 623,657 | 77 | 12% |
| 11 | New Hampshire | 1,342,795 | 152 | 11% |
| 12 | Wyoming | 579,315 | 62 | 11% |
| 13 | Missouri | 6,113,532 | 562 | 9% |
| 14 | Connecticut | 3,588,184 | 305 | 9% |
| 15 | Delaware | 961,939 | 87 | 9% |
| 16 | Pennsylvania | 12,805,537 | 1,035 | 8% |
| 17 | Arizona | 7,016,270 | 572 | 8% |
| 18 | Oregon | 4,142,776 | 333 | 8% |
| 19 | Montana | 1,050,493 | 87 | 8% |
| 20 | Alaska | 739,795 | 54 | 7% |
Most common cities for directors of special education
| Rank | City | # of jobs | Employment/ 1000ppl | Avg. salary |
|---|---|---|---|---|
| 1 | Malden | 1 | 2% | $99,301 |
| 2 | Boston | 3 | 0% | $99,474 |
| 3 | New Orleans | 1 | 0% | $72,418 |
Director Of Special Education job outlook: Expert opinions
Our panel of director of special education experts
Soka University of America
Medaille College
West Virginia University
Bluefield State College
Chestnut Hill College
Augustana University
What general advice would you give to a Director Of Special Education?
Ryan Allen: Education goes beyond teaching in a classroom or school. Often people hear 'Educational Leadership' and they think of some kind of school principal or other administrator. These are certainly important careers for the space, but they are only a part of a broader range of possibilities. There are a range of careers in the EdTech space, for instance, that need good people who understand various aspects of what happens in classrooms. Likewise, educational development and the NGO world are full of amazing opportunities that offer exciting careers that are rewarding. These jobs might see a lot of travel and broader global connections that you don't often see in the traditional K-12 space.
What will help Directors Of Special Education increase their earning potential?
Ryan Allen: I think being willing to move to a new location, even sometimes across the world, can be one of the things that helps propel a career. In the educational leadership space, someone may end up at a place they like, but career advancement is limited because the person above them also likes that place. Depending on the location or institution, these can be desirable roles. One way to overcome these issues is to move to another institution, sometimes even in a lateral move with an eye moving up. There is no shame in getting more experience elsewhere and then moving back later. In fact, I think seeing a wider range of different schools, organization, or other educational institutions can be a great way to bring fresh ideas back with you if you do return. I understand moving (especially abroad) is not always an option for people, but it might even just be moving to a different school down the road. Grow through your options.
Colleen Wilkinson
Associate Professor, Program DirectorMedaille College
Department of Education
What are the biggest trends we'll see in the Director Of Special Education job market given the pandemic?
Colleen Wilkinson: Given the pandemic, I believe Teacher Candidates will need to highlight any technology skills they have acquired during schooling on their resumes and be comfortable speaking, during interviews, about how they incorporate technology into their instruction. Hiring committees, specifically parents on these committees, are also going to want to hear about engagement practices the Teacher Candidate plans to use. The pandemic saw a lot of passive learning taking place. This isn't best practice, it isn't what is best for children, specifically those with special needs. There are many high-engagement practices that can occur virtually and on-ground. Hiring committees are going to want to hear about these practices from the Teacher Candidate. They want to know what the Teacher Candidate will do differently in the same situation.
What soft skills should all Directors Of Special Education possess?
Colleen Wilkinson: Teaching is not a silo profession. We are in constant communication and collaboration with many stakeholders. Teacher Candidates need to be flexible in order to work well with all the different players in the game to make sure the student wins!
How have salaries changed over time for Directors Of Special Education?
Colleen Wilkinson: While salaries have increased with the cost of living and inflation, New York State still has the highest average salary for teachers. Most districts increase teacher salaries based on Educational opportunities individual teachers participate in. Teachers are constantly learning, and the more learning you do, the higher your salary will go. For those looking to teach out of NYS, make sure to look into moving expenses and such. Some districts in different states will pay moving expenses due to the high needs they have for highly qualified teachers, specifically with a Special Education degree.
Stephanie Lorenze
Service Associate Professor, Coordinator for Teacher EducationWest Virginia University
Department of Curriculum and Instruction/Literacy Studies
Will there be an enduring impact of the coronavirus pandemic on Directors Of Special Education?
Stephanie Lorenze: Certainly all of us who have experienced the pandemic will move forward having been impacted. As future teachers, our candidates will have gained the experience of learning and teaching in remote environments. This could prove to be significant as teachers in the field rarely have the remote learning experience that these graduates will have. Their perspective in this role has potential to positively impact their online teaching and learning strategies for future school children. Additionally, these graduate are going into the field with a greater awareness and aptitude for quick shifts in the mode of their instruction and delivery. I look for these folks to be resilient as the future of schooling in the US evolves post-pandemic.
What will help Directors Of Special Education increase their earning potential?
Stephanie Lorenze: Legislators and communities who value their work through actions.
What type of skills will young Directors Of Special Education need?
Amanda Banks Ph.D.: Working knowledge of traditional and innovative instructional technology is essential for those entering teaching. Graduates should be familiar with a wide range of technology-based tools for effectively planning and delivering of instruction in a variety of formats, from in-class to synchronous and asynchronous learning. Fortunately, a number of preservice teachers consistently use or are at least exposed to a myriad of technology as students in higher ed. Familiarity with LMS platforms, audio/video recording and presentation apps, school-to-home communication modalities, and assistive technology are absolutely essential for every graduate planning to enter the classroom.
Additionally, developing innovate approaches to engaging and maintaining student interest and teaching the unwritten curriculum (e.g., basic citizenship skills, personal organization, punctuality, work quality, and honesty) are critical. Brief or protracted periods of virtual teaching can make this especially challenging. Another essential skillset is fostering student-parent-school partnerships. Research indicates parent involvement significantly impacts academic success for all students. For students with exceptional learning needs, parent involvement is the single most powerful predictor of their academic performance. New teachers should make it a top priority to build rapport with their students, and become familiar with their personalities and life circumstances as well as their learning strengths and needs.
What experience really stands out on Director Of Special Education resumes?
Amanda Banks Ph.D.: Adaptability and expertise in teaching diverse students in inclusive classrooms are growing focal points of many school districts nationally. With recent changes in federal education legislation (Every Student Succeeds Act, 2015), there has been a growing need for educators to universally design effective learning opportunities for a wide range of learners (Universal Design for Learning) to ensure students' academic progress regardless of their socioeconomic background or learning ability. Identifying potential teachers who can help students and schools successfully meet state and federal accountability standards is paramount to hiring committees.
Candidates should showcase any firsthand experiences they have in working with students within and outside of the classroom, especially diverse student populations (e.g., special education, bilingual education). Strong collaboration skills, content expertise, and instructional flexibility are three professional qualities that definitely set a candidate apart from the rest. Recent graduates who anticipate entering the job market in the near future should actively search for such volunteer opportunities if they didn't have these types of experiences in their preparation program.
Will there be an enduring impact of the coronavirus pandemic on Directors Of Special Education?
Marie Leahy: Yes, I think the coronavirus pandemic will have an enduring impact on college graduates in ways that will continue to unfold. One of the biggest impacts right now is the loss of the "typical college experience" that many of them feel. For example, many colleges and universities had to postpone last year's graduation and the long-awaited activities that accompany the end of senior year. Many courses have been moved to either an online or a hybrid format, resulting in students opting to live at home rather than on campus or in off campus housing with friends. In regard to Education majors, a large portion, if not all, of their practicum experiences as well as their student teaching experiences have been virtual. Even though it was challenging to create a rich experience in a virtual setting, the students responded extremely well. They were able to understand first-hand the importance of patience, flexibility, and creativity, and that will be an asset for them as educators for sure.
What's a day at work look like for a Director Of Special Education?
Marie Leahy: Recent graduates in the teaching profession are going to experience a very similar situation as they had in student teaching since schools are still a mixture of being virtual, hybrid, and in-person. Recent graduates will need to accommodate different learning modalities at once since in-person and hybrid models typically have an online option; consequently, a teacher who is teaching children in-person will also have students streaming the class and participating virtually. At the risk of stating the obvious, recent graduates in the field of education will certainly have to face the fear of being exposed to COVID-19 as they venture into the classroom. They will also need to use their creativity and ingenuity to foster a warm and caring classroom environment as they foster relationships in an environment where everyone is wearing a mask and staying six feet apart. That's challenging.
What technical skills for a Director Of Special Education stand out to employers?
Marie Leahy: The suddenness of the onset of the pandemic made all employers realize that it is absolutely critical for their workers to be able to mobilize quickly and adapt to an entirely new situation with relative ease. Recent graduates in the field of education will need to be able to use Microsoft Office and be able to use interactive whiteboards and maintain a classroom website. In addition, they will need to be able to utilize learning management systems, live streaming, and document cameras/visual presenters. Each school/district has its own learning management system, but if someone is experienced in using a learning management system, then getting accustomed to a different one is pretty seamless. The same is true for live streaming services and document cameras/visual presenters.
Dr. Michelle Powers
Assistant Professor of Special EducationAugustana University
School of Education
Will there be an enduring impact of the coronavirus pandemic on Directors Of Special Education?
Dr. Michelle Powers: One of the differences, about the pandemic compared to other large scale events, is that this event touched everyone's lives. No one was left without an impact from going through COVID 19. As future professionals, our graduates are at a point in their lives when they are ready to make their mark on this world. Knowing what is ahead of them, with the potential for future health challenges such as this, I would say there is a substantial impact on how they now perceive their future and their role. They see the challenges of communities, which, of course, include our school systems, struggling to balance personal rights and health concerns. As part of Augustana's core values, our students are focused on caring for one another and the world around us. I expect our graduates, having lived and learned under these unusual times, will pursue their vocation of teaching with great passion and a deep commitment to providing the best educational opportunities possible for their students, no matter what circumstances or challenges we face in the future.