ABSTRACT
The work related to high leverage practices and practice-based teacher preparation is supported by research and the wisdom of practice from other professions. An examination of how expertise is developed across professions reveals that a critical first step is defining the core practices that all professionals must learn to use before beginning their work. Professional judgment develops over a number of years. For the most part, the high leverage practice (HLP) addresses more routine, predictable aspects of practice for special education teachers. Given the number and complexity of the high leverage practices, gaining expertise related to their use should continue well into teaching career. Another resource for learning to use HLPs in classroom that is available to all teachers is to seek out other teachers who have expertise in using these practices. Collective action among those who prepare teachers and provide continuing professional development is needed to enact this new vision of teacher preparation and professional development.
