Promising Practices

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Understanding trends related to evidence-based, emerging, promising, and best practices in any industry is a key responsibility of administrators, managers, and other professionals overseeing operational services. It is especially important in special education as the area has very unique, sensitive, and legal implications. As a leader, you will be involved at various stages of identifying, selecting, implementing, and evaluating programs and services. You will also find yourself advocating for new and different instructional approaches to support students.

During our presentation, we shared eight promising practices with you. Six of which were conveyed during the discussion of four scenarios. We used the expression promising practice as an umbrella term for edtech strategies used as interventions or supports for student instructional needs. Three of the practices we shared Personalized Learning, Non-Standardized Assessment, and Inclusive Learning Spaces could, most certainly, be considered evidenced-based, best practices. However, because their implementation is not ubiquitous and research is still evolving on these topics especially as it relates to the role technology has on their impact, we chose to include them as promising practices.

As we communicate through the session, it is important that we share an understanding of certain terminology, most specifically, those phrases surrounding the concept of promising practices. What follows are some general thoughts on these terms. The goal is for all of us to be on the same page so we are not miscommunicating the big picture of the processes, procedures, and practices we are suggesting over semantics. The prime distinction between these terms is based in research -- the rigor of the evaluation design and the capacity for replication.

Evidence-Based: Evidenced-based practices are those “effective educational strategies supported by evidence and research” (ESEA, 2002). These strategies, practices, and interventions have been shown through scientific research and evaluation to be effective on a large/broad scale when implemented with fidelity.

Emerging Practice: These practices are new, innovative and based on some level of quantitative or qualitative evidence of effectiveness or change that is not broadly and significantly researched. It may just be that the intervention or practice is new and there hasn’t been time to generate compelling results. Regardless, based on the results that have come to light, an emerging practice is worthy of more rigorous research.

Promising Practice: A strategy, practice or intervention may be considered promising when there is sufficient evidence (measurable results) and reported successes consistent with its goals and objectives but there is not yet have enough research or replication to support generalizable education outcomes and, hence, the label ‘best-practices’. Because of their track record, they hold promise for other schools that wish to adapt the approach based on the results thus far.

Best Practice: Something is labeled a Best Practice when it has been consistently proven effective through thorough and rigorous scientific research. Experts in the field have substantiated the research. These practices have been replicated and shown to be scalable and/or effective in a variety of contexts -- basically, the practice is generalizable and works. The desired results produced are clearly and directly linked to the practice, not other factors. Keep in mind that there can be merit in rigorously researched practices that work in a particular context but are not generalizable outside of that context.