1. C ollaboration for E ffective E ducator D evelopment, A ccountability, and R eform (CEEDAR) Center U.S. Department of Education, H325A120003

2. CEEDAR Center  Funded by OSEP for five years  Cooperative Agreement with the University of Florida  Directed by Dr. Mary Brownell  Began Jan 1, 2013  Intensive technical assistance to 20 states (5 this year)

3. CEEDAR Center Leadership  Mary Brownell, Director  Paul Sindelar and Erica McCray, Co-directors  Meg Kamman, Project Coordinator Partners  American Institutes for Research (AIR)  University of Kansas, Center for Research on Learning  Council of Chief State School Officers  New Teacher Center  Goodlad Institute for Educational Renewal at the University of Washington  Major organizations  Senior advisors OSEP Project Officers: Dr. Bonnie Jones and Dr. David Guardino

4. CEEDAR’s Mission  To create aligned professional learning systems that provide teachers and leaders effective opportunities to learn how to improve and support core and specialized instruction in inclusive settings that enable students with disabilities to achieve college and career readiness standards

5. Our Approach

6. Polling Question  What area of reform is your SPDG engaged in? –Teacher and leader reform –Preparation program evaluation/approval –Licensure and certification –Alignment 6

7. Key Assumptions Powerful strategies Effective and sustained learning opportunities Supportive policies Change through collaboration

8. Fundamentals of Our Approach  Facilitate collaborative relationships among SEAs, IHEs (and other training programs), and LEAs to:

9. Effective Opportunities to Learn Content Quality of instruction Time --Elliott, 2012; Kurz, 2011

10. Focusing on the Evidence Knowledge Development Papers Innovation Configurations Access to Experts Course Enhancement Modules Reform Rubrics 10

11. CEEDAR Products  Innovation configurations –http://ceedar.education.ufl.edu/tools/in novation-configurations/  Course enhancement modules –http://ceedar.education.ufl.edu/cems/ 11

12. IMPLEMENTING THREE LEVELS OF TECHNICAL ASSISTANCE

13. Achieving Our Mission

14. Intensive TA 14 Implement and support state and IHE/LEA reform teams. Analyze program content, and program pedagogy using innovation configurations and reform rubrics. Improvement in teacher/leader preparation and ongoing professional development using TA tools. Revise licensure/certification standards to support reformed programs. Refine teacher and leader evaluation systems to strengthen preparation. Increase capacity for scale up.

15. Intensive Technical Assistance

16. Process of State Strategy Development &/or Refinement Identifying State Needs and Priorities Review of student, educator, preparation, and policy data Leveraging Existing Efforts Identify existing SEA, IHE, and LEA Efforts Targeting Efforts V ision setting and high level review of existing efforts Technical Assistance Blue-Print Establish goals and action steps

17. Polling Question  Is your state involved with the CEEDAR Center? –Yes –No 17