Highlights of Results From the CEEDAR Center Work Across the United States

• In Event: Teacher Education for All: Intersectionality and Preparing All Teachers

Abstract

Objectives
The objective of this presentation is to highlight the work of the CEEDAR Center (Collaboration for Effective Educator Development, Accountability, and Reform) and the mission to support students with disabilities in achieving college- and career-ready standards by building the capacity of state personnel preparation systems to prepare teachers and leaders to implement evidence-based practices within multi-tiered systems of support.
Perspectives
Inclusive leadership and practices are at the heart of schools and districts that are successful in teaching all students (Theoharis et al., 2020). However, leaders and teachers often indicate a lack of preparation to work with students with disabilities (Galiatsos, Kruse, & Whittaker, 2019; Stelitano, Johnston, & Young, 2020). Thus embedding high leverage practices in personnel preparation programs is essential to improving outcomes for all students, particularly students with disabilities.
Methods & Data Sources
Drawing from a number of data sources, the CEEDAR team will present findings from results of various initiatives associated with inclusive leadership, use of the CEEDAR Innovation Configurations in teacher preparation, and teacher preparation reform.
Results
Results suggest that inclusive leadership elements are key to this work, and the Innovation Configurations can be used effectively to implement High Leverage Practices in teacher education programs.
Scholarly Significance
Through effective leadership, schools can examine their own structures to put the following in place: (a) articulating core values and ensure that everyone understands them; (b) streamlining support with meaningful layers of support; (c ) supporting teachers in the challenges they face; and (d) using high-markers as evidence of thriving teachers such as low absenteeism, retention, and student academic growth (Boudreau, 2019). Another focus can be on the preparation of teachers before they enter the profession. Residency models in which students spend one full year of clinical practice with a skilled mentor teacher linked to coursework and receive mentoring in first years of teaching have shown/ have indicated that after three years, teachers prepared through residency programs are 80-90% likely to stay in schools (Guha, Hyler, & Darling-Hammond, 2016).

Authors

• Paul T. Sindelar, University of Florida

• Linda P. Blanton, Florida International University

• Charles Anthony Flores, California State University - Los Angeles

• Rebekka J. Jez, University of San Diego