What School Administrators Need to Know About HLPs: Tips for Mentoring, Coaching, and Collaboration
Basic awareness, or declarative knowledge of HLPs for students with disabilities is widespread amongst teachers and school leaders thanks to the past few years of dissemination efforts by CEC, OSEP/USDOE, and other agencies. Unfortunately, declarative knowledge alone will not result in teacher and student improvement. Instead, teachers and school leaders need procedural (how to) and conditional (when, and for whom) knowledge of HLPs and other practices to really make a difference. In this session, school leaders will build upon their existing declarative knowledge of HLPs to work towards development of procedural and conditional knowledge by engaging with effective models, options for observing and delivering feedback, and gathering needed resources for immediate use.