Presenter:Sandra DeWitt The United States is facing a teacher shortage, and statistics show that many newly qualified educators leave the profession within the first five years. While these educators enter the field with the goal of positively impacting students' lives, a significant number report feeling underprepared for the challenges of inclusive classroom settings. The 22 High Leverage Practices (HLPs) serve as foundational strategies for effectively teaching students with exceptionalities and are essential in preparing pre-service teachers.
My scoping literature review examines the instructional methods used to teach HLPs and their effectiveness in bridging the gap between theoretical learning and practical application. By categorizing teaching approaches into four key groups, including Practice-Based Methods, Professional Development and Self-Analysis Methods, Collaborative and Reflective Methods, and Technology-Enhanced Methods, the presentation provides a structured analysis of how different methodologies contribute to teacher readiness. It also introduces a qualitative-based algorithm designed to assess the effectiveness of these methods based on feasibility, scalability, resource intensity, transferability, and user acceptance.
The findings of this review provide valuable insights into improving teacher preparation programs to promote equity, inclusion, and high-quality education for students with exceptionalities. My research encourages educators and policymakers to refine training programs that better equip new teachers to thrive in diverse, inclusive classrooms through meaningful discussions on policy and practice. Findings emphasize the need for systematic, hands-on HLP instruction within teacher preparation programs to ensure educators enter the workforce with the skills and confidence needed to succeed. Strengthening preparation programs and mentorship opportunities can support teacher retention and improve classroom outcomes for all students.
