Reports

Policy and Practice Portrait: Teacher Shortages

We simply do not have and cannot keep enough effective teachers. Whether the problem stems from insufficient pay, inadequate preparation and professional learning support, poor working conditions, or all of these, the result is the same. Not all students have equitable access to effective teachers. This paper discusses possible solutions to addressing teacher shortages.

PSEL 2015 and Promoting Principal Leadership for the Success of Students with Disabilities

In October 2015, the National Policy Board for Educational Administration (NPBEA) adopted the new Professional Standards for Educational Leaders 2015 (PSEL 2015). The CEEDAR Center and the Council of Chief State School Officers (CCSSO) collaborated to produce PSEL 2015 and Promoting Principal Leadership for the Success of Students with Disabilities to help State Education Agency personnel facilitate building inclusive school districts within the PSEL 2015 framework.

Culturally and Linguistically Diverse Students: What Educator Preparation Programs Need to Do to Support Teacher Learning

This State Policy and Practice Portrait from the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR Center) and the American Institutes for Research (AIR) provides a link between current research and professional practice. It also provides examples of states and educator preparation programs who are currently engaged in supporting teachers who serve culturally and linguistically diverse students.

Practice-Based Teacher Preparation Special Issues Brief

This Special Issues Brief from the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR Center) and the Center on Great Teachers and Leaders (GTL Center) outlines essential features for providing high-quality, structured, and sequenced opportunities to practice within teacher preparation programs.

Promises to Keep

Promises to Keep, developed through a partnership with Council for Chief State School Officers (CCSSO) and the CEEDAR Center, outlines some key policy actions state education agencies can take to ensure that teacher and leader preparation prepares teachers to work with ALL learners, particularly those who have the greatest learning and behavioral needs. This important report builds on the 2012 report produced by CCSSO, Our Promise: Our Responsibility. A report designed to help states design preparation policy systems that would transform educator preparation across the country.

325T Best Practice Review

325Ts were funded grants for institutions to restructure and improve special education teacher preparation. The 325T best practice review aimed to identify and disseminate effective strategies for restructuring preparation, fostering collaboration, improving training, integrating EBP into program content, and evaluating program outcomes. The analysis of 325T projects involved a survey and interviews with key informants to capture the project directors’ lessons learned and best practices as they reformed and enhanced the teacher preparation programs.

Literature Syntheses

The literature syntheses were written by teams of experts to provide an evidence-based foundation for the CEEDAR Center Technical Assistance. These syntheses include the most recent and credible research available in selected areas related to reform professional learning systems to ultimately improve outcomes for students with disabilities. We hope that you find these papers compelling and relevant to your work.

Policy Analysis

This analysis explores the role of state policy in preparing educators to meet the needs of students with disabilities.

Practice Review

High leverage practices and teacher preparation in special education.