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Billingsley, Bonnie; Bettini, Elizabeth; Jones, Nathan D. – Remedial and Special Education, 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…
Descriptors: Special Education Teachers, Beginning Teacher Induction, Educational Practices, Faculty Development
Rock, Marcia L.; Billingsley, Bonnie – Teacher Education and Special Education, 2014
Casting special education teacher development as an avatar living in a virtual and changing landscape is a creative way to consider the current state of the field and project possible futures. In this commentary, the authors consider areas that may help strengthen the Avatar, including conceptualizing and identifying the outcomes of teacher…
Descriptors: Special Education Teachers, Faculty Development, Alignment (Education), Beginning Teacher Induction
Kamman, Margaret; Zimmerman, Kristin; Israel, Maya; Billingsley, Bonnie; McCray, Erica; Brownell, Mary; Sindelar, Paul; Heretick, Jennifer; Rice, Stacey; Bae, Jungah – National Center to Inform Policy and Practice in Special Education Professional Development, 2013
Beginning teachers face significant challenges as they assume the complex work of teaching while they are still learning to teach. In addition to the activities involved with learning to effectively teach, they must also learn to work with others; collaborate with colleagues, administrators, paraprofessionals, and parents; and manage varied…
Descriptors: Beginning Teachers, Special Education Teachers, Beginning Teacher Induction, Teacher Effectiveness
Billingsley, Bonnie; Israel, Maya; Smith, Sean – TEACHING Exceptional Children, 2011
New special education teachers (SETs) face some typical challenges as well as ones that are specific to their particular work settings. Providing support that addresses teachers' unique needs is important for increasing their effectiveness, helping them make a smooth entry into teaching, and reducing their stress and turnover. Nearly 20 years ago,…
Descriptors: Communities of Practice, Mentors, Special Education Teachers, Special Education
Sindelar, Paul T.; Brownell, Mary T.; Billingsley, Bonnie – Teacher Education and Special Education, 2010
In this article, the authors propose an agenda for special education teacher education researchers, with particular attention to policy work and studies of innovations in pre-service preparation, induction and mentoring, and professional development. Because previous research is limited and unfocused, the foundation for future research is weak,…
Descriptors: Special Education Teachers, Special Education, Educational Innovation, Educational Policy