Collaboration for Effective Educator Development, Accountability and Reform

1. Collaboration for Effective Educator Development, Accountability and Reform Collaboration for Effective Educator Development, Accountability and Reform H325A120003

2. CEEDAR Center Leadership 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 • Mary Brownell, Director • Paul Sindelar and Erica McCray, Co-Directors • Meg Kamman, Project Coordinator Project Officers: Dr. Bonnie Jones and Dr. David Guardino

3. 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

4. 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.

5. 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

6. 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

7. Collaborative Relationships • Are essential for helping states build a well-aligned policy structure for supporting effective Professional Learning Systems

8. 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

9. 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

10. CEEDAR Intensive Technical Assistance

11. CEEDAR Theory of Action

12. 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

13. 5 major TA strategies Knowledge building Knowledge translation Leadership capacity development Active learning opportunities Networked Improvement Communities

14. Knowledge Building Knowledge Building Reform Rubrics Pedagogy Innovative Configuration Content Innovation Configuration • 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 • Teacher Education • Technology Applications • Leadership Education • Teacher Education Reform • Leadership Education Reform • Program Evaluation • Systems Change and Reform • Policy Analysis

15. Knowledge Translation Topics Products for use in TA Teacher Education Reform Leadership Education Reform Program Evaluation Systems Change and Reform Reform Rubrics Needs Assessment and Professional Development Tools Policy Analysis 325T Best Practice Review Significant Disabilities IC Sensory Impairments IC Innovation Configurations Culturally Responsive Pedagogy IC Transition IC Technology Applications Teacher Education Pedagogy Universal Design for Learning IC Technology Leadership Education Pedagogy

16. Innovation Configurations

17. Essential components and their variation

18. Needs Assessment

19. Data Dashboard Mechanism to conduct initial needs assessment with stakeholders Serves as a facilitation guide for development of the blueprint

20. Online Interactive Document

21. Click to Add Data or View Others’ Data SEA Reading Summary: Supporting Documentation:

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

23. 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?

24. 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 necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal government.