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.

中文翻译：

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通过高杠杆实践支持特殊教育教师入职

入职培训旨在支持教师的工作效率，改善学生的学习，并培养他们的记忆力。我们考虑高杠杆实践 (HLP) 如何为特殊教育教师 (SET) 入职提供教学框架。以意义建构理论为概念基础，我们假设，通过围绕 HLP 构建归纳经验和教学条件，学校和学区可以发送有关有效教学的更连贯的信息，从而减轻新 SET 理解其角色的努力。我们首先简要回顾了对新 SET 体验的研究。接下来，我们将考虑具体的入会要素（即专业发展和指导、教师评估和协作）和教学条件（即协作、教学课程和资源、和时间表）的结构可以支持 SET 学习和使用这些 HLP。我们总结了对研究人员和从业者的考虑。