Collaboration for Effective Educator Development, Accountability and - PowerPoint PPT Presentation

Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) www.ceedar.org

CEEDAR Center Leadership Partners ² American Institutes for ² Mary Brownell, Research Director ² University of Kansas, Center for Research on Learning ² Paul Sindelar and ² Major organizations Erica McCray, ² New Teacher Center, Co-Directors Goodlad Institute for Educational Renewal at the ² Meg Kamman, University of Washington Project ² Senior advisors Coordinator Project Officers: Dr. Bonnie Jones and Dr. David Guardino

Goals of Webinar • The CEEDAR mission • How we will accomplish it • Outcomes of participation

CEEDAR’s Mission ² To create aligned professional learning systems that provide teachers and leaders opportunities to enhance core and specialized instruction to support students with disabilities in achieving college and career ready standards in inclusive educational settings

To accomplish our purpose ² We will build collaborative relationships among SEAs, IHEs, LEAs and non-profit organizations to: – Reform teacher and leadership preparation and induction to incorporate evidence-based strategies – Revise licensure standards to align with reforms in teacher and leader preparation – Refine personnel evaluation systems to evaluate and improve teacher and leader preparation programs

Facilitating Collaborative Relationships ² These collaborative relationships will allow us to help states build a policy structure for creating effective Professional Learning Systems that aligns: – Licensure standards – Reforms in educator preparation – Preparation program evaluation

Underlying Assumptions ² Effective teachers and leaders have well integrated knowledge of content and evidence- based pedagogy that they can apply strategically to solve novel problems. ² Well integrated knowledge base, organized by highly abstract structures, enhances their memory, analysis, reflection, and reasoning. ² Expertise takes a long time to develop – approximately 7 to 10 years of experience

Experience alone is not enough

Becoming an expert requires ² Opportunities to learn that – offer deliberate opportunities to apply essential knowledge and skills with specific feedback – are coherent and occur over a long period of time ² Environments where goals for professional learning are aligned with goals for student learning ² Environments that support professional learning

THE CEEDAR WAY

Professional Learning Systems (PLS) ² that 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

Effective Opportunities to Learn ² Content coverage – Content to be taught, pedagogy for enacting the content, and how students learn it ² Instructional Quality – Evidence-based strategies that promote adult learning ² Time

CEEDAR Theory of Action Effective Establishing teachers and the evidence Aligned, Technical leaders base for reformed assistance student systems informed by Students meet learning and informed by stakeholder career and educator evaluation data involvement college ready learning standards

Accomplished by Conducting Establishing the Technical Evidence Base Assistance Engaging Leadership

Laying the Groundwork Establishing the Evidence Base

The Evidence Base Reform Rubrics Pedagogy Innovative Configuration Content Innovation Configuration ² Leadership ² Teacher Education ² Teacher ² Technology Reform Education ² Significant Disabilities ² Leadership Education ² Technology ² Sensory Impairment Reform ² Culturally Responsive Instruction Applications ² Program Evaluation ² Transition ² Leadership ² Systems Change and ² Scientifically Based Reading Reform Education ² Classroom Organization ² Policy Analysis & Behavior Management ² Inclusive Service ² Evidence-based Writing Instruction ² RTI ² Linking Assessment & Instruction ² Evidenced-based Math Instruction

TA Tools Innovation Modules Configurations Demonstrating designed to Evidenced-based analyze state policy Practices and IHE efforts Access to PD for Modules IHE Faculty, State Demonstrating and District Effective Pedagogy Personnel Modules Demonstrating School Leadership Support

CEEDAR Technical Assistance 5 States Per Intensive Year States Interested in Targeted Intensive TA All Universal stakeholders

Leadership & Coordination ² Partner with National Organizations and Senior Leaders to – create a common vision at the national and state levels for reforming PLSs for teachers and leaders working with students with disabilities

Intensive Technical Assistance ² Work with states to form leadership teams that can use TA tools to analyze and improve current practice – Licensure standards – Content and structure of teacher education and leader education programs – Evaluation of teacher and leader programs

Intensive Technical Assistance ² Support leadership and teacher education programs in refining curriculum and field experiences to help graduates deliver evidence- based, multi-tiered instruction that will enable students with disabilities to achieve college and career ready standards in inclusive education settings

Intensive Technical Assistance ² Help state teams revise teacher/leader licensure and certification standards to support evidence-based practices articulated in TA tools ² Help state teams revise personnel evaluation systems to improve teacher and leader preparation for serving students with disabilities

Expected Outcomes ² Improved leadership capacity for continuously reforming professional learning systems in states ² Reformed leader and teacher preparation programs that incorporate O(TL) 2 ² A state policy structure that supports reformed preparation programs

Targeted Technical Assistance ² Allows for more extended conversations about how to use CEEDAR TA tools ² Links states to experts and/or CEEDAR consultants who can provide more training on TA tools ² Assists states interested applying for intensive TA

Universal Technical Assistance ² Universal TA&D enables all states and other stakeholders to have access to the different TA tools and information provided about the work of CEEDAR

Expected Outcomes ² Awareness of the evidence base underlying the CEEDAR approach ² A network of professionals focused on improving teacher and leader education for students with disabilities ² Knowledge of the requirements for becoming an intensive TA state

Who Should Apply? ² Chief State School Officer or designee responsible for submitting the application. – Signatures of commitment from the Chief State School Officer, selected state department leads, Deans at Institutes of Higher Education (IHE), and if possible and as appropriate, Local Education Agencies (LEA) superintendents

How Does One Apply? ² National Call Released May 1, 2013 ² National Call Q & A Webinars – Tuesday, May 7, 2013; 2:00 p.m. E.D.T. – Tuesday, May 14, 2013; 2:00 p.m. E.D.T. ² On-line State Application

Questions