Collaboration for Effective Educator Development, Accountability and Reform H325A120003

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 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 leaders Students meet career and college ready standards

CEEDAR Intensive TA  CEEDAR Center will work with 20 individual states on the three goals  Revise licensure and certification  Reform teacher and leader education  Refine educator program evaluation

5 major TA strategies  Knowledge building  Knowledge translation  Leadership capacity development  Active learning opportunities  Networked Improvement Communities

Knowledge Building  Leadership  Technology  Significant Disabilities  Sensory Impairments  Culturally Responsive Instruction  Transition  Scientifically Based Reading  Classroom Organization & Behavior Management  Inclusive Service  Evidence-Based Writing Instruction  RTI  Linking Assessment & Instruction  Evidenced-based Math Instruction  Universal 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

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, H325A However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal government.