Collaboration for Effective Educator Development, Accountability and Reform
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Transcript of Collaboration for Effective Educator Development, Accountability and Reform
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Collaboration for Effective Educator Development, Accountability and Reform
H325A120003
Collaboration for Effective Educator Development, Accountability and
Reform
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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
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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
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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.
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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
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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
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Collaborative Relationships
Are essential for helping states build a well-aligned policy structure for supporting effective Professional Learning Systems
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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
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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
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CEEDAR Intensive Technical Assistance
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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
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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
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5 major TA strategies
Knowledge buildingKnowledge translationLeadership capacity developmentActive learning opportunitiesNetworked Improvement
Communities
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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
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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
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Innovation Configurations
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Essential components and their variation
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Needs Assessment
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Data Dashboard
Mechanism to conduct initial needs assessment with stakeholders
Serves as a facilitation guide for development of the blueprint
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Online Interactive Document
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Click to Add Data or View Others’ Data
SEA Reading Summary:
Supporting Documentation:
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Priority Areas
The State Leadership Team will use the Data Summary and Priority Indicators to fuel discussions about the focus of CEEDAR work
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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?
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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.