| This qualitative research study analyzed the common behaviors and attributes of nominated expert middle school special education teachers and what they believed contributed most in their growth and eventual change in instructional practice from novice to expert. Thirty special educators in one school district within one state were interviewed and observed across varied instructional settings. One major finding related to middle school special educator expertise emerged from a synthesis of all data sources. A conceptual framework of expertise was developed. The essential components of middle school special educator expertise included: (a) an in-depth knowledge within classroom management, pedagogy, and content knowledge domains, (b) an in-depth knowledge of disabilities and of individual students, and (c) a strong presence of teacher efficacy, motivation, and belief systems. |
