ABSTRACT
One of the most difficult tasks facing teachers is assuring every student reaches mastery of complex, challenging standards. Conversations between departments and organizations are required to identify and clarify commonly used terms by describing the respective professional language of each other's disciplines, free from jargon. Learning about and delivering high-leveraged practices of inclusive instruction can be realized only if there is a genuine collaboration among the knowledgeable and expert professionals across disciplines. Change within teacher education requires building professional and collegial collaboration centered on enhancing common goals and language, including numerous methods of differentiation and instruction. This chapter focuses on a framework for collaborative instructional renewal within teacher preparation. Specific evidence-based instructional practices are discussed and applied content examples in mathematics and literacy to comprehensively address the academic needs of an increasingly diverse population of students with and without disabilities.
