Location
Morgan
Session Format
Presentation
Abstract
This study addresses the critical need for systematic tools in teacher education programs to teach and assess High Leverage Practices (HLPs) effectively. While HLPs are established as foundational teaching practices, varying levels of research support their efficacy. Rubrics, widely used in higher education, are underexplored in terms of validity and reliability in education. Authentic assessment, characterized by real-life tasks, offers a solution to academic misconduct while providing learners with autonomy and engagement. This study introduces the High Leverage Practice Rubric for Assessment (HLPR-A) as an analytic rubric tailored for assessing special education preservice teachers during parent-teacher conferences, a crucial aspect of teacher practice.
The HLPR-A aligns with the HLP of interpreting and communicating assessment information, offering specific task descriptions, and criteria for effective parent-teacher communication. It serves both as a teaching and assessment tool, allowing for the representation, decomposition, and approximation of the parent-teacher conference practice. Additionally, the study demonstrates the use of the HLPR-A in formative and summative assessments, providing preservice teachers with targeted feedback for growth. This research contributes a practical, adaptable tool for enhancing the instruction and evaluation of HLPs in special education teacher preparation programs.
Keywords
assessment, collaboration, high-leverage practice, parent-teacher conference, special education
Professional Bio
Dr. Deana J. Ford is an Assistant Professor of Educational Research at Mercer University. Her research centers on self-regulation, metacognition, and virtual simulation in teacher education programs. With a passion for understanding how metacognitive processes influence learning outcomes, Dr. Ford is at the forefront of innovative educational practices. Her work not only advances educational psychology but also equips future educators with powerful teaching strategies. Dr. Sara E. Luke is an esteemed Assistant Professor of Special Education at Mercer University. Her research is focused on training special education preservice teachers and harnessing the potential of virtual simulations in education. With a deep commitment to inclusive practices, Dr. Luke is dedicated to equipping future educators with the tools and knowledge needed to support diverse learners effectively. Her work at the intersection of education and technology is shaping the landscape of special education training.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Ford, Deana J. and Luke, Sara E., "A High-Leverage Practice Rubric for Conducting an Assessment-Focused Parent-Teacher Conference" (2024). Georgia Educational Research Association Conference. 33.
https://digitalcommons.georgiasouthern.edu/gera/2024/2024/33
A High-Leverage Practice Rubric for Conducting an Assessment-Focused Parent-Teacher Conference
Morgan
This study addresses the critical need for systematic tools in teacher education programs to teach and assess High Leverage Practices (HLPs) effectively. While HLPs are established as foundational teaching practices, varying levels of research support their efficacy. Rubrics, widely used in higher education, are underexplored in terms of validity and reliability in education. Authentic assessment, characterized by real-life tasks, offers a solution to academic misconduct while providing learners with autonomy and engagement. This study introduces the High Leverage Practice Rubric for Assessment (HLPR-A) as an analytic rubric tailored for assessing special education preservice teachers during parent-teacher conferences, a crucial aspect of teacher practice.
The HLPR-A aligns with the HLP of interpreting and communicating assessment information, offering specific task descriptions, and criteria for effective parent-teacher communication. It serves both as a teaching and assessment tool, allowing for the representation, decomposition, and approximation of the parent-teacher conference practice. Additionally, the study demonstrates the use of the HLPR-A in formative and summative assessments, providing preservice teachers with targeted feedback for growth. This research contributes a practical, adaptable tool for enhancing the instruction and evaluation of HLPs in special education teacher preparation programs.
