A new report calls on states to ensure more intentional preparation of educators to work with struggling learners, including students with disabilities, English language learners, and students with unidentified learning and behavior needs, to address persistent achievement gaps. The report, issued by the Council of Chief State School Officers (CCSSO) and the University of Florida’s Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center, builds on a 2012 paper from CCSSO about policies to transform educator preparation generally—whose recommendations were supported by AACTE—and echoes messages of a recent policy brief developed by AACTE and the National Center for Learning Disabilities.
Posts Tagged ‘special education’
AACTE has selected special education scholars Mary Brownell and Paul Sindelar of the University of Florida to receive the 2015 AACTE David G. Imig Award for Distinguished Achievement in Teacher Education. The award will be presented at the 67th AACTE Annual Meeting Speaker Spotlight Session, Sunday, March 1, at the Atlanta Marriott Marquis.
The Imig Award, named for AACTE President Emeritus David G. Imig, recognizes distinguished achievement in the formulation, implementation, or analysis of teacher education policy, or in the performance of distinguished scholarship in educator preparation.
The Collaboration for Effective Educator Development, Accountability, and Reform Center (CEEDAR Center) will sponsor a free webinar, “Innovation Configurations in Action,” this Wednesday, January 28, at 1:00 p.m. EST.
Developed last year, innovation configurations are program evaluation tools that help determine the extent to which evidence-based practices are taught, observed, and applied in teacher preparation and professional development programs.
Georgia, Ohio, Montana, New Hampshire, and Utah have been selected to receive technical assistance from the University of Florida College of Education’s Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center. The center supports states in developing educators to prepare students with disabilities for colleges and careers.
The Collaboration for Effective Educator Development, Accountability, and Reform Center (CEEDAR Center) has released three new program evaluation tools, called innovation configurations, in partnership with the Center on Great Teachers and Leaders at the American Institutes for Research. The innovation configurations are designed to help evaluate teacher preparation programs and professional development activities for the extent to which they incorporate evidence-based practices in a particular area:
The Innovations Inventory of AACTE’s Innovation Exchange is an online database highlighting members’ pioneering practices in educator preparation that have shown a positive impact on issues of student learning, preparation program advancement, or educator workforce needs. This blog post is one in a series highlighting entries from the inventory. To request inclusion of your institution’s innovations, contact Zach VanHouten at firstname.lastname@example.org.
Over the past few years, Montclair State University has developed a series of programs geared toward increasing the supply of science, technology, engineering, and math (STEM) teachers. Programs including the Newark-Montclair Urban Teacher Residency (NMUTR) and the Integrative Science, Technology, Engineering, and Math (iSTEM) program are contributing to the national initiative “100Kin10,” which seeks to prepare 100,000 new STEM teachers by 2021.
The Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center, a national center funded by the U.S. Department of Education Office of Special Education Programs, seeks state partners—including state education agencies (SEAs) and educator preparation programs (EPPs)—to work collaboratively on teacher and leader effectiveness across the career continuum to help students with disabilities achieve college and career readiness in inclusive settings.
States may apply to the CEEDAR Center for intensive technical assistance for up to 4 years. Grantees will create strategic partnerships among SEAs and EPPs to support educator preparation faculty and administrators, researchers, state policy makers, and school-based professionals in building and sustaining an aligned, coherent, and systemic approach to personnel preparation. An online application must be submitted by August 1 by the state’s chief school officer or designee, in collaboration with the partnering SEA and EPPs.
Tomorrow, April 18, is the deadline for public comment on the proposed “highly qualified teacher” (HQT) data collection by the U.S. Department of Education. A detailed letter submitted yesterday by the Coalition for Teaching Quality hails the proposed collection as “an important first step towards meeting the legislative intent” of Congress’ directive to report on the extent to which students in certain high-need categories are taught by teachers who are labeled as “highly qualified,” but who are actually teachers-in-training in alternative routes.
The College of Education at the University of Florida last week announced the launch of a new center on “Collaboration for Effective Educator Development, Accountability, and Reform”—also known as the CEEDAR Center—focused on supporting states in developing teachers to prepare students with disabilities for college and careers. CEEDAR is funded by the U.S. Department of Education’s Office of Special Education Programs, receiving $15 million over 3 years with the possibility of receiving additional funds for an additional 2 years.
A call for proposals is now available for the 2014 State of the Art Conference on Postsecondary Education and Individuals With Intellectual Disabilities. The conference, to be held in Virginia in November, is cosponsored by the Helen A. Kellar Institute for Human disabilities at George Mason University (VA) and the Taishoff Center for Inclusive Higher Education at Syracuse University (NY).