Systematic Identification, Implementation, and Evaluation of High-Leverage Practices in Teacher Preparation

Abstract

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.

Embedding High-Leverage Practices into Special Education Field Experiences

“…HLPs can be embedded into teacher preparation programs in a variety of ways, dependent on contextual factors and through the use of holistic, signature set, and individualized approaches (Markelz et al, 2021). The most comprehensive approach is the holistic approach, in which all HLPs are integrated into coursework and fieldwork.…”

“…The most comprehensive approach is the holistic approach, in which all HLPs are integrated into coursework and fieldwork. This approach can increase program coherence and involves participation from most faculty in a teacher preparation program (Markelz et al, 2021). Focusing on a signature set of HLPs necessitates selecting core practices to embed into the preparation program, requiring prioritization and promoting deeper learning of the selected HLPs.…”

“…In this approach, several HLPs are intentionally selected and embedded to promote enrichment. An individualized approach involves a smaller subset of faculty selecting a reduced number of HLPs to include in their course(s) when there is limited interest and opportunity for wider implementation (Markelz et al, 2021). In our current model, we drew on multiple approaches to embedding HLPs into a special education teacher preparation program.…”

“…Assessment was selected for December, as this coincided with the completion of a course on this topic. This intentional alignment provided authentic experiences implementing HLPs toward the ideal of high impact and low effort (Markelz et al, 2021). Some HLPs are difficult to observe through fieldwork observations.…”

“…Step 3: HLP Pre-Assessment Conducting baseline assessments enables teacher educators to see which HLPs are currently being taught in coursework (Markelz et al, 2021). Although we did not explicitly assess HLP instruction in coursework, field supervisors were aware of HLP instruction occurring in the reading, math, and assessment methods courses due to their instructional role in those courses.…”