Collaboration for Effective Educator Development, Accountability and Reform

Collaboration for Effective Educator Development, Accountability and Reform

H325A120003

Collaboration for Effective Educator Development, Accountability and

Reform

CEEDAR Center

Leadership

Mary Brownell, Director

Paul Sindelar and Erica McCray, Co-Directors

Meg Kamman, Project Coordinator

Partners

American Institutes for Research

University of Kansas, Center for Research on Learning

Major organizations New Teacher Center,

Goodlad Institute for Educational Renewal at the University of Washington

Senior advisors

Project Officers: Dr. Bonnie Jones and Dr. David Guardino

Today’s Goals

This session will provide :– An overview of the CEEDAR Center– Major TA strategies– Opportunity for Q&As and for

participants to provide feedback to CEEDAR

Think About…

…the extent to which you work collaboratively with colleagues in general education and leadership.

…how you established good working relations and what barriers you overcame (or face).

…the extent to which your state has undertaken systemic reform.

CEEDAR’s Mission

To create aligned professional learning systems that provide teachers and leaders effective opportunities to learn how to improve core and specialized instruction in inclusive settings that enable students with disabilities to achieve college and career ready standards

To Accomplish Our Purpose

We will facilitate collaborative relationships among SEAs, IHEs, LEAs and non-profit organizations to:

– Reform teacher and leadership preparation – Revise licensure standards– Refine preparation evaluation systems

Collaborative Relationships

Are essential for helping states build a well-aligned policy structure for supporting effective Professional Learning Systems

Professional Learning Systems (PLS)

Are characterized by:– Effective opportunities to learn for teachers

and leaders [O(TL)2]– Organizations that support ongoing learning – Policies that are aligned– Evaluation systems that can be used to

refine O(TL)2

Dimensions of O(TL)2

Content Coverage – Content knowledge, pedagogy for enacting

the content, and how students learn content

Instructional Quality– Evidence-based strategies that promote

adult learning

Time

CEEDAR Intensive Technical Assistance

CEEDAR Theory of Action

Establishing the evidence

base for student

learning and educator learning

Technical assistance

informed by stakeholder involvement

Aligned, reformed systems

informed by evaluation

data

Effective teachers and

leadersStudents meet

career and college ready

standards

CEEDAR Intensive TA

CEEDAR Center will work with 20 individual states on the three goals

Revise licensure and certificationReform teacher and leader educationRefine educator program evaluation

5 major TA strategies

Knowledge buildingKnowledge translationLeadership capacity developmentActive learning opportunitiesNetworked Improvement

Communities

Knowledge Building

Leadership Technology Significant Disabilities Sensory Impairments Culturally Responsive Instruction TransitionScientifically Based ReadingClassroom Organization & Behavior ManagementInclusive ServiceEvidence-Based Writing InstructionRTILinking Assessment & InstructionEvidenced-based Math InstructionUniversal Design for Learning

Content Innovation Configuration

Pedagogy Innovative

Configuration

Reform Rubrics

Teacher Education Reform

Leadership Education Reform

Program Evaluation Systems Change and

Reform Policy Analysis

Teacher Education

Technology Applications

Leadership Education

Knowledge Building

Knowledge Translation

Teacher Education Reform

Leadership Education Reform

Program Evaluation

Systems Change and Reform

Policy Analysis

325T Best Practice Review

Significant Disabilities IC

Sensory Impairments IC

Culturally Responsive Pedagogy IC

Transition IC

Technology Applications

Teacher Education Pedagogy

Leadership Education Pedagogy

Reform Rubrics

Innovation Configurations

Needs Assessment and

Professional Development

Tools

Topics Products for use in TA

Technology

Universal Design for Learning IC

Innovation Configurations

Essential components and their variation

Needs Assessment

Data Dashboard

Mechanism to conduct initial needs assessment with stakeholders

Serves as a facilitation guide for development of the blueprint

Online Interactive Document

Click to Add Data or View Others’ Data

SEA Reading Summary:

Supporting Documentation:

Priority Areas

The State Leadership Team will use the Data Summary and Priority Indicators to fuel discussions about the focus of CEEDAR work

Questions What are your SEAs, IHEs, and LEAs doing to

improve teacher and leader effectiveness? To what extent do you work collaboratively with

colleagues in the improvement process? How did you establish good working relations

with colleagues in general education and leadership?

What barriers did you overcome (or still face)? What has your state done to support and

systematize the process of improving educator effectiveness?

Disclaimer

The contents of this webinar were developed under a cooperative agreement from the U.S. Department of Education, H325A120003. However, those contents do not necessarilyrepresent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal government.