The article describes a promising new, fully virtual, multicomponent professional development intervention to support special education teachers in rural U.S. schools who enter the profession without full state licensure. The intervention seeks to strengthen special educators’ self-efficacy in relation to classroom and behavior management, and their desire to stay in the profession, by focusing on three specific special education high-leverage practices. The iterative design and development process was completed over three school years with diverse stakeholders, culminating in a feasibility trial and demonstration of the intervention’s promise of effectiveness. The 6-month intervention, which includes virtual coaching and an online community of practice, and is accompanied by a website for resources, is designed to reduce attrition among rural special educators who are not fully licensed, increase their skills, and ultimately result in higher engagement for the students with disabilities who they serve.
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