Open AccessSystematic Identification, Implementation, and Evaluation of High-Leverage Practices in Teacher Preparation
Author(s) -
Andrew M. Markelz,
Benjamin S. Riden,
Lawrence Maheady
Publication year - 2021
Publication title -
journal of special education preparation
Language(s) - English
Resource type - Journals
ISSN - 2768-1432
DOI - 10.33043/josep.1.1.4-15
Subject(s) - teacher preparation , leverage (statistics) , curriculum , conversation , teacher education , medical education , identification (biology) , pedagogy , psychology , affect (linguistics) , computer science , medicine , botany , communication , machine learning , biology
An emphasis on practice-based teacher education has led the Council for Exceptional Children to develop 22 high-leverage practices (HLPs). Each HLP is research based, used frequently in classrooms, and applicable across age, grade, and content area. In this article, we discuss the importance of a systematic process for teacher preparation programs to consider when identifying, implementing, and evaluating HLPs. The extent and quality that HLPs are integrated within preparation programs will affect graduating teacher’s professional readiness and their ability to immediately affect student outcomes. It is our intent that this article supports teacher educators and scholars to continue the conversation around HLPs in teacher preparation. In addition, we encourage preparation programs to consider data-based decision making when identifying, implementing, and evaluating HLPs within program curricula.