Translating High-leverage Practices to Remote Environments

Tips for Teacher Educators

  • Shannon Budin SUNY Buffalo State College
  • Andrew Hashey SUNY Buffalo State College
  • Angela Patti
  • Lisa Rafferty
Keywords: teacher education, remote instruction, high-leverage practices

Abstract

Given the global pandemic, educators at all levels have had to transition their teaching practices to remote environments. Teacher education faculty have had to consider not only how to shift their own teaching, but also
how to prepare teacher candidates for their future teaching roles which may include instruction in a range of
modalities (face-to-face, remote-synchronous, remote-asynchronous, hybrid). In this article, we propose that
high-leverage practices (HLPs) can serve as a solid foundation for teacher preparation regardless of modality and offer five tips for how teacher educators can prepare candidates to use HLPs across modalities. A vignette which highlights two HLPs (i.e., establishing a consistent, organized, and respectful learning environment; and using strategies to promote active student engagement) is included to illustrate implementation of the tips.

Author Biographies

Andrew Hashey, SUNY Buffalo State College

Andrew Hashey is an Assistant Professor of Exceptional Education at SUNY Buffalo State College.

Angela Patti

Angela Patti is an Associate Professor of Exceptional Education at SUNY Buffalo State College.

Lisa Rafferty

Lisa Rafferty is a Professor of Exceptional Education at SUNY Buffalo State College.

Published
2021-05-19
Section
Articles