Virginia Professional Teaching Standards and High Leverage Practice Crosswalk & School Leaders HLP Implementation Checklist (VDOE TTAC at GMU)
The professional growth and development of teachers are critical within a teacher evaluation system. According to the Virginia Department of Education (2021), “while teacher evaluation should provide a fair and accurate summative measure of teacher effectiveness, first and foremost, it should be a tool to improve teaching” (p. 3).
The Council for Exceptional Children (CEC) and CEEDAR Center identified 22 High Leverage Practices (HLPs), which are inclusive research-based teaching practices (McLeskey et al., 2017). Teachers’ implementation of HLPs has potential to improve student outcomes.
GMU TTAC (2021) developed a Virginia Professional Teaching Standards and High Leverage Practice (HLP) Crosswalk to help guide school leaders toward aligning the eight Virginia PK-12 professional teaching standards with the 22 HLPs. The Crosswalk can be used by instructional coaches and administrators as a tool to improve teaching. The rubrics help identify teachers’ strengths and areas of growth, facilitating their implementation of HLPs.
McLeskey, J., & Brownell, M. (2015). High-leverage practices and teacher preparation in special education (Document No. PR-1). Retrieved from University of Florida, Collaboration for Effective Educator Development, Accountability, and Reform Center website: http://ceedar.education.ufl.edu/tools/best-practice-review/
Virginia Department of Education. (2021, March). Teachers. Virginia Department of Education.
School Leaders HLP Implementation Checklist
Using the tenets of implementation science, this checklist guides school leaders through developing a system to support teachers’ implementation of HLPs with sustainable practices. The checklist can be integrated with the Virginia Professional Teaching Standards- HLP crosswalk to scale up HLPs with resources such as rubrics, checklists, and CEEDAR Center’s self-reflection tool.