Embedding High-Leverage Practices into Special Education Field Experiences

Abstract

Through special education teacher education, the preparation, support, and ultimately retention of highly qualified special educators is made possible with systematically designed field experiences. Tailored field experiences and supervision ensure candidates are equipped to meet the increasing demands of the field and have the requisite tools for longevity in the field. Specific alignment with High-Leverage Practices (HLPs) provides preservice teachers with multiple opportunities to apply knowledge and skills from coursework. Additionally, this work can be continued through induction to increase the likelihood of long-term success in the field. Offered in this manuscript is a model for policy and practice in personnel preparation toward the goal of addressing the critical shortage of highly qualified special educators nationwide. Specifically, teacher preparation programs can strategically embed HLPs into all components of programming to bridge coursework and field experiences through systematic application of course assignments with fieldwork, as well as repeated opportunities to reflect on the implementation of HLPs field experiences both independently and collaboratively.