School–university partnerships have served as possible solutions for many contemporary educational challenges. As centers for clinical practice, they are potential vehicles for the development and refinement of candidate use of high-leverage practices (HLPs). This article describes our institution’s efforts to utilize our framework for clinically rich preparation to infuse HLPs into programming for undergraduate, dual-certification majors (i.e., general and special education). With the goal of program revision, general and special education faculty mutually agreed on a draft set of HLPs, which were finalized based on extensive feedback from school partners. To assess the viability of these collaboratively crafted HLPs, a subset of HLPs were identified and integrated into course content and clinical experiences during a pilot project. We highlight these learning experiences; discuss organizational, pedagogical, and empirical challenges; and offer general recommendations for next steps.

中文翻译：

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校校合作：一所机构努力整合和支持教师使用高杠杆实践

学校与大学的伙伴关系已成为许多当代教育挑战的可能解决方案。作为临床实践中心，它们是开发和改进高杠杆实践 (HLP) 候选使用的潜在工具。本文介绍了我们机构努力利用我们的框架进行丰富的临床准备，将 HLP 融入本科双认证专业（即普通教育和特殊教育）的编程中。为了修订计划，普通教育和特殊教育教职员工就一套 HLP 草案达成一致意见，这些草案是根据学校合作伙伴的广泛反馈最终确定的。为了评估这些协作制作的 HLP 的可行性，在试点项目期间确定了一部分 HLP 并将其整合到课程内容和临床经验中。我们强调这些学习经验；讨论组织、教学和经验方面的挑战；并为后续步骤提供一般性建议。