Teachers who draw upon specialized knowledge in their instructional practice can be drivers of positive student outcomes, especially for students classified as having special educational needs. Although there are generally agreed upon characteristics of high-quality instruction that can be measured with well-constructed instruments (e.g., Danielson, 2011), supporting the development of teachers with specialized credentials (e.g., special education teachers)—whose instructional practice is grounded in a qualitatively different professional expertise—necessitates measurement tools that reflect that unique practice. Given the field’s recent agreement that special educators should possess deep knowledge of 22 High-Leverage Practices, there is a need for well-constructed tests that can be interpreted to support teacher capacity building in this body of knowledge. This study describes the construction of the Teacher Knowledge of HLPs, an instrument that measures special educators’ knowledge of High-Leverage Practices, and initial validity evidence for instrument use.

在教学实践中利用专业知识的教师可以推动学生取得积极的成果，特别是对于被归类为有特殊教育需求的学生。尽管人们普遍同意高质量的教学特征可以用结构合理的工具来衡量（例如Danielson，2011年），支持具有专业证书的教师（例如特殊教育教师）的发展，但其教学实践是扎根的在质量上不同的专业知识上，需要能够反映这一独特实践的测量工具。鉴于该领域最近达成的共识，即特殊教育者应该对22种高杠杆实践具有深入的了解，需要一种结构合理的测试，可以解释这些测试以支持这种知识体系中的教师能力建设。这项研究描述了HLP的教师知识，一种衡量特殊教育者对高杠杆实践知识的工具，以及用于工具使用的初始有效性证据。