A contract offer can feel like the finish line, especially after a long search. But the details you don’t ask about before you sign are usually the ones that catch up with you by October. Caseload size, supervision ratios, and paperwork load vary enormously from district to district, and a role that sounds identical to another on paper can be a completely different experience day to day.

Before you sign anything, here are nine questions worth asking. A district, or a staffing partner that can answer these clearly, is telling you something good. One that can’t, or won’t, is telling you something too.

1. What is the actual caseload number, and how does it compare to state guidelines?

Ask for the number, not a range. “Somewhere around 50” and “48, with two more expected to be added by December” are very different answers. Also ask how that number compares to your state’s recommended caseload limits for your role; some states have them written into law, others treat them as guidance only.

2. Has this caseload been stable, or is it inherited from someone who left mid-year?

A caseload you’re stepping into after another provider left partway through the year often comes with backlogged paperwork, delayed evaluations, or IEPs that are already out of compliance. That’s not necessarily a reason to say no, but you deserve to know what you’re walking into before you accept.

3. What does the evaluation backlog look like right now?

Ask directly how many evaluations are pending and how old the oldest one is. A district that knows this number off the top of their head is one that’s actively managing the situation. A vague answer suggests no one has been tracking it.

4. What is the district’s timeline expectation for compliance deadlines?

IEP and evaluation timelines are legally mandated, and if a district is behind, the expectation may be that you catch things up fast. Ask what’s already overdue and what the district’s realistic expectation is for getting current, so you’re not caught off guard by pressure you didn’t know was coming.

5. Who provides supervision, and how often?

For roles requiring supervision, ask specifically who that person is, whether they’re on-site or remote, and how frequently supervision actually happens versus how often it’s supposed to happen on paper. This matters most for newer providers, but experienced professionals also deserve to know they have real support if something comes up.

6. What does a typical week look like, hour by hour?

This question tends to surface things a caseload number alone won’t. Ask how much time is spent on direct service versus paperwork, meetings, and travel between school sites. A caseload of 40 that requires driving between four campuses is a very different job than a caseload of 40 at a single site.

7. Is this a newly created position, or has someone been in this role before?

If it’s a new position, ask why it was created: growing enrollment, a new program, or an unfilled need that’s existed for a while. If someone was in the role before, ask why they left. Neither answer should disqualify a district, but both give you real information about what you’re stepping into.

8. What does the district provide for materials, testing kits, and technology?

Some districts equip providers well. Others expect you to bring your own testing materials or work with outdated technology. Ask specifically what’s provided versus what you’d need to source yourself, so there are no surprises in week one.

9. What happens if my caseload grows mid-year?

Enrollment changes, providers leave, and caseloads shift. Ask what the district’s plan is if your caseload grows significantly after you start.  Is there a threshold where additional support gets added, or are you expected to absorb it indefinitely? A district that has thought about this in advance is one that’s planning for sustainability, not just filling a seat.

What a Good Answer Sounds Like

You’re not looking for perfect answers. Every district has challenges; that’s part of why the position is open. What you’re really evaluating is whether the person offering you the role is being straight with you. Specific numbers, honest context about what’s behind the vacancy, and a clear answer about support and supervision are all good signs. Vague reassurance without any specifics is worth pressing on further.

Why This Matters More Than the Pay Rate

It’s tempting to compare contracts purely on hourly rate, but a high rate attached to an unmanageable caseload and no support often ends up being the worse deal. The providers who have the best experience on contract roles are usually the ones who asked hard questions up front, not the ones who accepted the first offer that looked good on paper.

How a Good Staffing Partner Helps

Part of what a staffing partner should be doing on your behalf is asking these questions before you ever get on a call with the district and being honest with you about the answers, even when they’re not perfect. If your recruiter can’t tell you the caseload number, the evaluation backlog, or who provides supervision, that’s worth asking about directly before you go any further.

If you’re evaluating a special education contract and want a recruiter who will walk through these details with you, browse open roles or connect with our team to talk through what to expect.