Practicing What We Teach

Modeling Positive Behavioral Interventions and Supports and High-Leverage Practices to Cultivate Professional Dispositions

Abstract

This article describes how teacher educators can intentionally model and embed evidence-based instructional and behavioral practices to cultivate professional dispositions essential for effective teaching while supporting teacher preparation accreditation. It argues that faculty can intentionally foster professional dispositions by having preservice teachers experience the same practices they will later be expected to implement in their own classrooms (i.e., High-Leverage Practices and Positive Behavioral Interventions and Supports). Practical guidance is provided for defining and reinforcing clear expectations, delivering timely and descriptive feedback, and embedding varied opportunities to respond to increase engagement and reinforce professional behaviors throughout coursework. Additionally, group contingencies and token economies are presented as forms of experiential learning through which preservice teachers simultaneously participate in and learn to implement evidence-based behavioral systems that support collaboration, accountability, and professional dispositions.