Document Type

Doctor of Education Capstone

Original Publication Date

2025

Client

Department of Special Populations, Virginia Department of Education

Date of Submission

May 2025

Abstract

Virginia continues to face the impacts of the national teacher shortage, particularly in special education. The scarcity of licensed special education teachers has led to an increasing number of educators entering the profession through alternative routes with limited classroom experience. These alternatively prepared special education teachers (ARSETs) require sustained, targeted support to implement high-leverage practices (HLPs) that improve student outcomes. Although numerous professional learning opportunities exist, the current system of support is fragmented, and resources are inconsistently applied. Compounding this challenge, many schools lack enough experienced educators to provide in-field mentors for every new hire.

To assist the Virginia Department of Education’s (VDOE) Department of Special Populations in addressing this issue, four research questions were explored: (1) What HLPs should special education teachers (SETs) implement? (2) How can administrators use practical look-fors as tools for coaching and mentoring ARSETs? (3) How can coaching cycles be integrated into administrative practice to ensure consistent support? (4) How can existing resources be made more accessible to those who need them?

Using improvement science methodology, including a Plan-Do-Study-Act (PDSA) cycle, the team examined ARSETs’ support needs and effective strategies for administrators. Focus groups were conducted with veteran special educators, a coaching tool based on findings was developed, and feedback from administrators was gathered to refine the tool. This work generated key insights into supporting ARSETs and informed five targeted recommendations for VDOE to strengthen mentoring and coaching practices for alternatively licensed special educators.

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