Institutes of Higher Education/Educator Preparation Programs — Literacy, Math and Behavioral Health/Wellness
Curated Resources Menu
The goal of the Evidence Advocacy Center’s Institutions of Higher Education (IHEs)/Educator Preparation Programs (EPPs) Team is to improve the outcomes of preK–12 students by making research evidence and reliable, proven practices more readily available to and used by the undergraduate and graduate faculty in the preparation of pre-service educators. The IHE team elevates the work of trusted organizations and individuals by curating and sharing their resources with EPPs. Resources are organized around major action areas related to preparing educators to know and use research evidence and proven practices.
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Literacy Menu
Model Syllabi: Variety of sample course syllabi for two-, three-, and four-course sequences.
Course Review and Planning Rubric: Tool for reviewing the alignment of an elementary reading program scope and sequence.
NCTQ’s Teacher Prep Review : Report on alignment course syllabi to the reading research.
Rhode Island Resource Bank for Syllabus Refinement: Resources for enhancing alignment to the reading research, organized by domain and type.
IDA Knowledge and Practice Standards: Standards for what reading teachers need to know and be able to do.
The Reading League Compass Guidance for EPPs: Multitude of resources for the preparation of educators. To see all resources available on the Compass website.
Teaching Reading IS Rocket Science, 2020: What Expert Teachers of Reading Should Know and Be Able to Do: Dr. Louisa Moats’ outstanding document lays out what preservice teachers need to know and be able to do to become expert reading educators. This document should guide educator preparation.
The Science of Reading: The Basics: A guide on standards alignment and possible evidence design to support EPPs in creating data efficiencies.
The Literacy Architects Higher Education Community of Practice: Six-week community of practice for teacher preparation providers to collaborate and explore research and resources for their course syllabus.
Instructional Videos from NCIL: These videos can be valuable models for use in educator preparation courses for understanding of effective literacy instruction.
Foundational Classroom Management Resources Handbook: This collection of classroom management resources from Australian Education Research Organisation align to the science of learning.
Effective Use of CORE’s Teaching Reading Sourcebook: Online, asynchronous course for teacher preparation providers on integrating the book Teaching Reading Sourcebook into their courses.
Online Language & Literacy Academy: This course matches and includes the Teaching Reading Sourcebook and was developed to be used by school systems or EPPs using the Teaching Reading Sourcebook. It provides faculty and preservice elementary educators with a thorough understanding of the elements of reading science, including language development for multi-lingual learners. The Secondary Online Language & Literacy Academy, also developed to accompany the Teaching Reading Sourcebook, is designed to prepare educators who will work with older students, particularly those who may be struggling to read.
The Reading League Online Academy Knowledge Blocks: Online, asynchronous courses for building knowledge about reading research.
STARS in Higher Education: Professional learning community for educator preparation providers.
The Role of Educator Preparation Programs in Preparing Teachers in the Science of Reading: This report, authored by Drs. Holly Lane and Valentina Contesse and published by AACTE, explains the science of reading and makes recommendations for educator preparation programs.
Innovation Configuration—Evidence-based Reading Instruction for Grades K–5: This document from the CEEDAR Center and OSEP features an innovation configuration (IC) matrix that can guide teacher preparation professionals in the development of appropriate use of evidence-based reading instruction for grades K–5.
NCTQ Textbook Reviews: Reviews of common reading textbooks used in teacher preparation.
Textbook Spreadsheet: Listing of literacy textbooks, categorized by level of recommendation and area of focus.
Resources for Fieldwork and Practicum: Variety of tools and processes for aligning field experiences with the reading research.
CUNY Reading Corps: Opportunity for using a fully-funded, evidence-based, online tutoring model in fieldwork.
UCF—Orange County Public Schools—SIPPS Partnership: University students use a structured literacy intervention while serving as tutors in a local district
Increasing Teacher Preparedness Through Effective Student Teaching: The EdResearch for Action Overview Series summarizes the research on key topics to provide K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students.
NCTQ’s Clinical Practice Framework: Details the six areas of clinical practice – backed by research and supported by the field – that lead to a strong clinical practice experience.
Livehandbook Policy Report on Teacher Preparation: This report looks at content in teacher preparation programs and the impacts of clinical field placement with cooperating teachers. It includes 5 key findings and recommendations for strengthening the workforce.
NCTQ’s Defining Types of Clinical Practice: A clinical practice lexicon for teacher preparation.
Observation Tools and Feedback Forms: Variety of tools and processes for observing and providing feedback during fieldwork.
NCTQ Report: Using Licensure Tests to Build a Strong Diverse Teacher Workforce: Report on the role of licensure exams in teacher preparation.
NCTQ Report: False Assurances: Report on the reading licensure exams used in each state and their alignment to the reading research.
Livehandbook Education Policy and Research Teacher Licensure: This report offers insight and findings on the impact of licensure and licensure tests on eligibility and impact on student outcomes.
A Consensus Report from the National Academy of Education: This report provides concrete guidance for improving teacher preparation programs, including guiding principles and recommendations.
NCTQ’s Five Policy Actions to Strengthen Implement of the Science of Reading: Report on current state policies and recommendations for changes.
NCTQ’s State Policy Action Guide: Guidance for states to implement and sustain strong reading instruction.
Livehandbook Education Policy and Research Teacher Licensure: This report offers insight and findings on the impact of licensure and licensure tests on eligibility and impact on student outcomes.
Livehandbook Policy Report on Teacher Preparation: This report looks at content in teacher preparation programs and the impacts of clinical field placement with cooperating teachers. It includes 5 key findings and recommendations for strengthening the workforce.
The PDF includes a brief self-assessment of where you are in the process of implementing the recommendations in the evidence-aligned resources included in the menu.
Math Menu
IRIS Center: Open education resource center with tools and materials to assist college and university faculty to infuse evidence-based practices into their courses and field-based activities including sample syllabi, curriculum matrices, coursework planning forms and specific mathematics instruction resources. See the Mathematics Instruction brochure for a list and description of all available resources.
National Center for Intensive Intervention: Website designed to build capacity of LEAs and universities to support implementation of intensive intervention in mathematics and other areas often in the context of their multi-tiered system of support (MTSS). This link connects to an area of the site designed to assist college and university faculty locate information, tools, resources to enhance coursework and field experience with implementation of intensive intervention for struggling learners. View the modules on intensive intervention in mathematics and features of explicit instruction.
National Council on Teacher Quality: Math standard educator prep review. Provides transparency and standards among institutions to impart research-driven practices during teacher preparation and strengthen policies that lead to a high-quality workforce.
NCTQ Textbook Evaluations: Mathematicians’ review of textbooks used in elementary mathematics courses.
Initial Teacher Training and Early Career Modules: : Real training modules from Ambition Institute in the UK designed and funded by the UK government to prepare preservice educators in all aspects of teaching with special connection to cognitive science. Videos are included.
Initial Teacher Training and Early Career Framework: This document, prepared by the Education Endowment Foundation in the UK covers the training and induction periods at the start of a teacher’s career.
The Final Report of the National Mathematics Advisory Panel: Report produced by an interdisciplinary panel of experts relaying the best available research evidence to recommend ways to foster knowledge and improved mathematics performance in pre-K through 8th grade.
Designing Mathematics Standards in Agreement with Science: Integrates the science of learning with the U.S. arithmetic standards.
Assisting Students Struggling with Mathematics: IES practice guide with evidence-based practices to help teachers tailor instructional approaches to meet elementary students’ needs.
Improving Algebra Knowledge & Strategies in Grades 6-12: IES practice guide provides recommendations for teaching algebra with steps for implementation and solutions for potential barriers.
Improving Math Problem Solving in Grades 4-8: IES practice guide offers 5 key recommendations for improving students’ mathematical problem solving.
Developing Fractions Instructions for K-8: IES practice guide offers strategies to develop young children’s understanding of fractions.
Assisting Students K-8 in Mathematics: IES practice guide providing recommendations for multitiered system of support (i.e., Response to Intervention/MTSS).
Encouraging Girls in Math and Science: IES practice guide with classroom recommendations.
Intensive Interventions for Students Struggling in Reading and Mathematics: Practice guide with research-based guidance for intensifying instruction in reading and mathematics for students with learning difficulties and disabilities.
DREME Collaborative: Resources for teacher educators, teachers, and caregivers on Prek-1 mathematics instruction.
Learning and Teaching with Learning Trajectories: Provides birth to grade 3 trajectories of math skills with activities that align with development of these skills.
Coherence Map: Illustrates the connections between common core standards and prerequisite skills.
Chalk and Talk Podcast: Math professor, Anna Stokke, has conversations with leading educators about the importance of math, effective teaching methods, and debunking common myths about math and teaching. See this highlighted episode: Red Flags in Education with Ben Solomon
A Guide for Evaluating the Mathematics Programs used by Special Education Teachers: Article providing practical guide to assess and evaluate whether mathematics programs include instructional design and delivery principles that meet the learning needs of all students.
Rubric to Evaluate Math Curricula: Rubric based on studies examining the adherence of math curricula to principles of evidence-based instructional design. Research in this area finds that most math curricula do not adhere to principles of effective instructional design. This rubric can be used to evaluate any math curriculum to identify how it requires supplementation or intensification to better meet students’ needs.
Evidence for ESSA: Provides information on programs and curricula that meet ESSA evidence standards.
The Nation’s Report Card: Readers can view current data summaries on student performance on the National Assessment of Educational Progress in mathematics over time and disaggregated by grade, state, proficiency bands, and demographic characteristics of students.
National Center for Intensive Intervention: This link connects to a web page from which leaders can view tools’ charts for assessment and intervention systems in math and resources to design, deploy, and support higher-quality math assessment and instruction via multi-tiered systems of support (MTSS).
The Final Report of the National Mathematics Advisory Panel: Report produced by an interdisciplinary panel of experts relaying the best available research evidence to recommend ways to foster knowledge and improved mathematics performance in pre-K through 8th grade.
Assisting Students Struggling with Mathematics: IES practice guide with evidence-based practices to help teachers tailor instructional approaches to meet elementary students’ needs.
The Science of Math: This site provides current data on the state of math achievement in the U.S. and summarizes available evidence on assessment techniques and instructional design. Readers can view summaries of the evidence surrounding popular claims in math instruction to make decisions that are more closely aligned with science.
Common Core State Standards for Mathematics: Set of sequenced learning expectations for grades K-12.
Myths that Undermine Math Teaching: Summary paper on popular misconceptions in math instruction and a summary of the related evidence on effective math instruction.
A Consensus Report from the National Academy of Education: This report provides concrete guidance for improving teacher preparation programs, including guiding principles and recommendations.
Livehandbook Education Policy and Research Teacher Licensure: This report offers insight and findings on the impact of licensure and licensure tests on eligibility and impact on student outcomes.
Livehandbook Policy Report on Teacher Preparation: This report looks at content in teacher preparation programs and the impacts of clinical field placement with cooperating teachers. It includes 5 key findings and recommendations for strengthening the workforce.
The PDF includes a brief self-assessment of where you are in the process of implementing the recommendations in the evidence-aligned resources included in the menu.
*Full disclosure: Many members of the Evidence Advocacy Center are authors who receive royalties or are part of organizations that provide fee-based services. The EAC does not recommend instructional materials or fee-for-service organizations. EAC makes available information about evidence-based services and educational products (except instructional materials). Any consulting services or products will be entirely up to the individual EAC members and the EAC does not oversee or regulate the actions, behavior, or activities of the organizations referenced by the EAC or receive any payment from these organizations related to these services or products.
Behavioral Health/Wellness Menu
Behavior Support for Intensive Intervention Course Content: This webpage outlines university course content for teaching basic behavioral theory, focusing on observable, assessing the behavior, and data-based decision making, complete with specific content modules to use when preparing preservice educators.
Supporting and Responding to Students’ Social, Emotional, and Behavioral Needs: This updated practice guide can equip preservice educators with information they need to support students’ social, emotional and behavioral needs using evidence-based practices. In addition, a sample syllabus template can be found for a course.
Is Positive Behavioral Interventions and Supports and Evidence-Based Practice?: This Center on PBIS brief is useful for preservice educators to learn about the numerous studies that indicate that PBIS implementation improves student outcomes, educator practices, and school, systems. This brief focuses on Tier 1 implementation.
Introduction to Tier 2 Supports: When Tier 1 is not enough, it is important for preservice educators to learn about tier 2 supports. This webpage, also from the Center on PBIS, clarified Tier 2 within an MTSS approach to support students with more serious behavioral challenges.
What is Tier 3 Support?: This Center on PBIS discusses tier 3 support for students with serious dangerous and disruptive behaviors and processes to be used at the school.
Evidence-Based Practices for Classroom and Behavior Management: Tier 2 and Tier 3 Strategies: This paper features an innovation configuration (IC) matrix that can guide teacher preparation professionals in the development of appropriate content for evidence-based practices (EBPs) for behavior management.
Course Enhancement Modules for Classroom and Behavior Management: This resource for EPP faculty from the CEEDAR Center includes tools and practices involving multiple levels of interventions, including schoolwide, classwide, small-group, and individual behavioral supports.
Teacher-Delivered Behavioral Interventions in Grades K-5: This IES Practice Guide, released in 2024, provides 7 recommendations for implementing low-intensity behavioral interventions so that all students within a classroom learn. Also found on this website is
Review Protocol for Behavioral Interventions.
Multi-Tiered System of Supports (MTSS) in the Classroom: This guide provides guidance to educators implementing positive behavioral interventions and supports (PBIS) in the classroom across the continuum of student need. Educators regularly provide a range of supports for students in the classroom—from universal supports for all students to intensive and individualized supports for a few students. This guide will help educators familiar with PBIS organize classroom supports for preventing, teaching, and responding to students’ social, emotional, and behavioral (SEB) needs across the continuum.
Pre-Service Preparation of Educators: This website from the Center on PBIS provides a rationale and ideas for addressing PBIS into pre-service preparation coursework. An example syllabus is provided for Universal (Tier 1) Classroom PBIS Course and an example syllabus for an Advanced Tiers Classroom PBIS Course.
Using Online Case-Based Instruction Strategies to Prepare Preservice Teachers for Classroom Management: This 2024 peer reviewed study investigates two case-based approaches to prepare preservice teachers to understand effective classroom management. An innovative online approach showed promise.
Course Enhancement Modules for Classroom and Behavior Management: This resource for EPP faculty from the CEEDAR Center includes tools and practices involving multiple levels of interventions, including schoolwide, classwide, small-group, and individual behavioral supports.
Behavior and Classroom Management Modules: These modules, developed by the IRIS Center, focus on behavior and classroom management, covering behavior basics, foundational practices, and addressing challenging behaviors. Some modules for on the elementary grades, while others focus on middle and high school age students.
Behavior Management Classroom Resource Table: This table includes resources, modules and other content that can be used by faculty to learn more as well as by preservice educators in the educator preparation programs.
Classroom Management Resources: User Guide: This outstanding website from the Australian Education Research Organisation introduces a suite of resources that are useful for beginning teachers, including practice guides and resources.
Teacher-Delivered Behavioral Interventions in Grades K-5: This IES Practice Guide summarizes research on classroom behavioral interventions in Grade K-5. Classroom recommendations are included.
Reducing Behavior Problems in the Elementary School Classroom: A Practice Guide: This IES Practice Guide summarizes the research on reducing problem behavior in classrooms. Key recommendations are included.
Using Functional Behavioral Assessments to Create Supportive Learning Environments: This brief outlines the logic, procedures, and outcomes related to the use of functional behavioral assessment. It links the process of behavioral assessment to the design of individual behavior support plans, and provides foundational content related to implementation of Tier 3 behavior supports.
Promising Practices: This webpage from NCTQ’s 2020 review of Classroom Management preparation course content identified resources and model states for exemplars.
10 Key Policies and Practices for Schoolwide and Classroom-Based Behavioral Supports: This document from the Meadows Center can assist preservice educators to understand effective policies and practices to improve the behavioral environment for students in the schools in which they will work.
Implementation Science Guide for IHE/EPPs: This EAC Implementation Guide supports higher education educator preparation program staff in enacting systemic change necessary to support the use of research-based resources/practices (RBR/Ps) systematically and deliberately to ensure equitable education outcomes. Specifically, the guides provide step-by-step guidance on the key actions needed and how to identify the conditions and supports that are in place for the effective use of the RBRs. Implementation guides are based on the science of implementation and have robust evidence in education, health, and human services disciplines (Fixsen & Blase, 2020; Nilsen, 2020).
Positive Behavioral Interventions and Supports Implementation Blueprint: This downloadable resource provides guidance for implementers exploring and getting ready to implement PBIS in their educational settings.
Promoting Social and Behavioral Success for Learning in Elementary Schools: Practice Recommendations for Elementary School Educators, School and District Administrators, and Parents: This 171-page document summarizes empirical research assessing the core features of elementary schools that are effective at building social behavioral outcomes.
Positive, Proactive Approaches to Supporting Children with Disabilities: A Guide for Stakeholders: This federal report targets the use of multi-tiered behavior and academic supports for children with disabilities. Citations for core research outcomes and access to federal technical assistance content are provided.
Supporting Child and Student Social, Emotional, Behavioral, and Mental Health Needs: This resource highlights seven key challenges to providing school- or program-based mental health support across early childhood, K-12 schools, and higher education settings, and presents seven corresponding recommendations for addressing these challenges.
NCTQ 2020 Classroom Management Report: In 2020 NCTQ reviewed educator preparation program preparation of preservice educators to manage classrooms effectively. This report summarizes findings and recommends stronger application and practice in field experiences.
Using Online Case-Based Instruction Strategies to Prepare Preservice Teachers for Classroom Management: This 2024 peer reviewed study investigates two case-based approaches to prepare preservice teachers to understand effective classroom management. An innovative online approach showed promise.
Enhancing Preservice teachers’ classroom management competency in a large class context: the role of immersive virtual reality: This study investigated the efficacy of an Innovative Immersive Virtual reality (IVR) system, ClassMaster, in enhancing preservice teachers’ classroom management skills.
Training and professional development blueprint for positive behavioral interventions and supports: This Training and Professional Development Blueprint from the Center on PBIS provides an overview of essential features of professional development and the basic logic of building internal district systems capacity for implementing effective practices and making sound data decisions.
Coaching for competence and impact—Brief 1: Defining coaching: This brief from the Center on PBIS helps build a common language and a common understanding of the critical role Coaching plays in ensuring evidence-based practices can be implemented as intended (fidelity) and sustain over time.
Four components for a professional development package for special education teachers in behavior management skills: This paper by Marelle and Donehower Paul provides four components that should be considered when planning a professional development (PD) package for teachers regarding behavior management. These four components include didactic presentation, performance feedback, technology, and maintenance and generalization. These components have been proven to be effective in the current field of research.
COACHED: The observation and collaboration tool for K-12 professionals: The COACHED suite, in the hands of a teacher educator, or teacher (pre- or in-service) who is self-reflecting, can illuminate the quality and quantity with which specific practices are being implemented, and provide a clear and sustainable mechanism for making needed improvements.
The PDF includes a brief self-assessment of where you are in the process of implementing the recommendations in the evidence-aligned resources included in the menu.
*Full disclosure: Many members of the Evidence Advocacy Center are authors who receive royalties or are part of organizations that provide fee-based services. The EAC does not recommend instructional materials or fee-for-service organizations. EAC makes available information about evidence-based services and educational products (except instructional materials). Any consulting services or products will be entirely up to the individual EAC members and the EAC does not oversee or regulate the actions, behavior, or activities of the organizations referenced by the EAC or receive any payment from these organizations related to these services or products.
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EAC works closely with state departments of education, districts and schools, educator preparation programs, policy makers, advocacy organizations, and parent and family advocates to create menus that align with their specific goals and initiatives.
