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Integrating Quality Practice-Based Opportunities

Learn about practice-based opportunities that allow candidates to integrate coursework knowledge into instruction. Explore practical examples like microteaching, case-based instruction, virtual simulations, and more.

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Integrating Quality Practice-Based Opportunities

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  1. Integrating Quality Practice-based Opportunities within Campus-based Coursework and Field Experiences H325A120003

  2. What are Practice-Based Opportunities? Practice-based opportunities are those that afford candidates opportunities to integrate both content and pedagogy acquired through coursework into instruction. Simply put, this means that the skills learned in coursework— for example, evidence-based instructional practice—are then practiced.

  3. Overarching Program Quality Indicators • Focus • Duration • Coherence The quality of practice opportunities is as important as the quantity of practice opportunities provided, especially for beginning teachers.

  4. Essential Features

  5. Essential Features

  6. Practical Examples Microteaching • Candidates teach in front of peers • Coaching, feedback, and opportunity for reflection are provided Case-Based Instruction • Candidates analyze cases of instruction across various contexts

  7. Practical Examples Virtual Simulations • Candidates are provided an opportunity to teach content and practice in a virtual environment

  8. Practical Examples Coursework-aligned, field-based practice opportunities • Candidates are provided an opportunity to practice knowledge and skills in authentic settings

  9. Practical Examples Video Analysis • Instruction is captured on video and used to as a tool to teach candidates about quality instruction.

  10. Practical Examples Coaching • Practice paired with real-time coaching and feedback

  11. Moving It Forward Considerations • State Education Agency • Educator Preparation Programs • Local Education Agencies

  12. Moving It Forward

  13. Disclaimer This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A120003. Bonnie Jones and David Guardino serve as the project officers. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.

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