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The various levels of research support undergirding effective practices are outlined. Evidence supporting specific programming, service delivery models, and curricular interventions, and a subset of research-based classroom strategies for talented learners is reviewed. Trends and innovations for effective practices in the future are suggested.

Research over the last decade or so has made it clear that quality teachers matter to student achievement. What is less clear is the ways in which they matter and how we can prepare such high-quality teachers. Nowhere is this lack of clarity more evident than in special education, where we have few studies on teacher quality and even fewer studies on the type of preparation opportunities that would lead to high quality. Thus, it is difficult to make evidence-based decisions about how quality special education teachers should be defined and prepared. As a field, we have to turn to research in general education to provide a sense of some of the dimensions of teacher quality and effective teacher education. In this chapter, we provide a summary of the research on characteristics of highly qualified teachers and what we know from the research on teacher education and professional development that might foster these qualities, both in general and in special education. Part of our discussion centers on the concerns surrounding this body of research and the challenges of applying the findings to the field of special education. Although these challenges pose considerable problems, we are optimistic that potential solutions exist and can be reached through an alignment of initial teacher education and induction.

Successful implementation of Response to Intervention frameworks in schools requires general and special education teachers to have well-integrated knowledge bases for providing instruction and intervention in reading and behavior. Implementation-focused approaches to changing teacher behavior, favored traditionally in special education, however, are unlikely to help teachers acquire such knowledge. In this chapter, we discuss the knowledge and practice that defines expert teachers in reading and behavior and how such expertise might be achieved through practice-focused approaches to initial teacher education and professional development.

Writing performance is an international issue and, while the quality of instruction is key, features of the context shape classroom practice. The issues and solutions in terms of teacher practice to address underachievement need to be considered within such a context and the purpose of the chapter is to undertake such an analysis.

Data from five different research projects (national and regional) of the author and colleagues, and two studies of the author’s doctoral students, are synthesized to identify both common and specific elements of primary/elementary (years 1–8, ages 5–13) teacher practice in writing. These data provide an indication of the practices which appear to be the most powerful levers for developing writing and for accelerating student progress in the context in which the teachers work. These practices are discussed.

The identified practices are: (1) acquiring and applying deep knowledge of your writers; (2) making connections with, and validating, relevant cultural and linguistic funds of knowledge; (3) aligning learning goals in writing with appropriately designed writing tasks and ensuring that students understand what they are learning and why; (4) providing quality feedback; (5) scaffolding self-regulation in writers; (6) differentiating instruction (while maintaining high expectations) and (7) providing targeted and direct instruction at the point of need. A discussion and a description of writing-specific instantiations of these help to illustrate their nature and the overlaps and interconnections.

As much of the data are drawn from the practices of teachers deemed to be highly effective, classroom practices associated with these teachers can be targeted as a means to improve the quality of instruction more widely in the particular context.

Purpose – To highlight and discuss a framework for promoting effective classroom assessment practice that supports the language and literacy development of English Learners (ELs).

Design/methodology/approach – Though it includes some practical recommendations, it primarily synthesizes the work found in theoretical books on EL assessment.

Findings – Provides information on the main issues teachers need to consider for engagement in effective assessment practices at the classroom levels, with particular attention to classroom-based assessment. It highlights the need for considering a multiliteracies approach.

Research limitations/implications – It focuses on ELs in the U.S. K-12 system, therefore, it does not encompass all the possible types of ELs. It does not focus on high-stakes testing.

Practical implications – A very useful source of information for both preservice and in-service teachers of ELs.

Originality/value – This chapter offers an overview of essential elements involved in the assessment of special populations of students as is the case of ELs in U.S. public schools.

This study examined early childhood special education preservice teachers' perceived knowledge and confidence, as well as actual knowledge of functional assessment-based interventions pre- and postuniversity course participation. A quasi-experimental two-group pre- and posttest design was applied to examine (1) initial differences between two groups (by assigned instructor) in preservice teachers' perceived knowledge, perceived confidence, and actual knowledge, (2) growth over time on these three measures, and (3) their concluding performance following course completion. Results indicated mean score differences between groups at the start of the functional assessment-based intervention course instruction. Large magnitude effects were found for both groups when comparing pre- to posttest scores of preservice teachers' ratings of their perceived knowledge and confidence, as well as a measure of actual content knowledge. Posttest scores showed preservice teachers ended the experience with similar levels of actual knowledge, regardless of group membership. Findings indicate preservice teachers may benefit from a preparation course with applied practice to develop knowledge and confidence for using functional assessment-based interventions, a promising practice (What Works Clearinghouse, 2016), to support students with challenging behaviors. Limitations and future directions are presented.

This chapter reframes the notion of teacher quality to encompass teacher qualities and teaching quality in the context of current demands on teacher and student learning. The chapter includes an exemplary case study of a program that depicts the kinds of qualities and practices that would be needed for effective teaching and learning in an era characterized by the need for higher-level skills and knowledge. The final section presents the implications for pre-service and in-service professional development to address the challenges the reconceptualization of teacher quality presents.

This chapter presents a synopsis of teaching students with disabilities and the qualities of schools that can enable effective teaching of all students, including those who have disabilities. A review of legal mandates that teachers must understand are outlined and serve as a framework encouraging interdisciplinary collaboration. This chapter seeks to inform the reader of the role of special educators and related professionals, including families, to improve school outcomes for students with disabilities.

The origin of this chapter lies in a presentation by a colleague whose work I admire. Drawing on their extensive experience, they have developed guidance for schools to support children with special educational needs. Their conclusion was that teachers could adopt an eclectic approach, utilizing and combining different interventions as appropriate. The notion of utilizing different teaching approaches to facilitate inclusive education seemed accepted as unproblematic. However, I began to wonder about what happens when teaching approaches are based on conflicting views about the nature of how children learn. This led me to consider a more fundamental question. Do teachers’ own beliefs about how knowledge is created and how children develop (their personal epistemological beliefs) have an impact on their practice and children’s experiences in inclusive classrooms? Answering this question leads to the ethical issue of whether all ways of thinking about how children learn are compatible with teaching in inclusive schools, and the consequences that arise in seeking an answer.

Purpose – To provide educators with an overview of issues and strategies important for preparing preservice teachers to plan instruction, engage students, and assess learning in culturally and linguistically diverse classrooms.

Design/methodology/approach – The chapter reviews sociocultural, sociolinguistic, and cognitive literature that informs differentiated instruction for linguistic diversity. It then offers a case study example of a preservice student teaching seminar where this knowledge was put into practice.

Findings – Content provides detailed information about the design of a preservice seminar that included the role of a nationally piloted performance assessment. It demonstrates how preparing the assessment portfolio provided a vehicle for a structured and useful focus on diversity within the seminar.

Research limitations/implications – The chapter highlights literature that is specifically useful for preservice teachers and their instructors who are seeking to address the specific needs of English Language Learners and the culturally diverse population of students found in U.S. classrooms. This is important to those who seek to expand this attention to diversity within general teacher education practices.

Practical implications – This chapter serves as a resource for all clinical instructors, providing ideas for incorporation into their clinics and classrooms.

Originality/value of paper – Culturally responsive teaching and a specific focus on teaching English Language Arts for linguistically diverse students are infused in clinical teacher education practices rather than as “add-on” practices.