ERIC Number: EJ1232367
Record Type: Journal
Publication Date: 2019
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0741-9325
EISSN: N/A
Supporting Special Education Teacher Induction through High-Leverage Practices
Billingsley, Bonnie; Bettini, Elizabeth; Jones, Nathan D.
Remedial and Special Education, v40 n6 p365-379 Nov-Dec 2019
Induction is designed to support teachers' effectiveness, improve their students' learning, and foster their retention. We consider how high-leverage practices (HLPs) might provide an instructional framework for special education teacher (SET) induction. With sensemaking theory as a conceptual foundation, we posit that, by structuring induction experiences and instructional conditions around HLPs, schools and districts can send more coherent messages about effective instruction, thereby easing new SETs' efforts to make sense of their roles. We first provide a brief review of research on new SETs' experiences. Next, we consider how "specific induction components" (i.e., professional development and mentoring, teacher evaluation, and collaboration) and "instructional conditions" (i.e., collaboration, instructional curricula and resources, and schedules) might be structured to support SETs' learning of and use of these HLPs. We conclude with considerations for researchers and practitioners.
Descriptors: Special Education Teachers, Beginning Teacher Induction, Educational Practices, Faculty Development, Mentors, Teacher Evaluation, Teacher Collaboration, Teacher Role, Regular and Special Education Relationship, Evidence Based Practice, Active Learning, Teaching Conditions
SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A