Breakout Session Materials

Every Student Deserves an Equitable Opportunity to Achieve.

Day 2

Building Capacity: Policy and Practice as Levers for Change

This session will focus on a crosswalk that WA-CEEDAR has completed, which articulates the many sets of standards required of educators throughout the state. The crosswalk has aided preparation programs by distilling the standards into essential elements of instruction. The team is currently adding to this policy document a practice-based addition by adding the HLPs, UDL, and the tiers of MTSS. Once completed, this wholistic document will be the foundation for change and renewal by PK-12, EPPs, and the agencies in Washington.

Building and Sustaining Partnerships with Key Stakeholders to Support Effective Policies and Practices

This session will explore how both California and Connecticut build and sustain partnerships with key stakeholders to support effective policies and practices in their states. The California State Leadership Team has worked with key agencies in the state to collaborate on inclusive schooling. The Connecticut team focuses on building and sustaining partnerships to align policy and professional learning systems for educators and leaders.

Collaborating to Support Inclusive School Leadership Preparation in California and Colorado

In this session, attendees will hear from two states about how CEEDAR work supported inclusive principal leadership. The California team will discuss how they collaborate across multiple agencies to provide statewide professional learning via a webinar series targeting faculty and doctoral students in EPP educational leadership programs, school-based program leaders, and other key stakeholders. The Colorado team will overview the work it has done to create a successful Principal Preparation Faculty Learning Community consisting of all leadership preparation programs in Colorado. The team will also discuss equity mindsets in principal leadership programs, addressing topics such as difficult conversations, coaching and mentoring, integration of an inclusive leadership approach into all program coursework, and structuring internships and practica.

Making MTSS magIC: Ensuring Consistency Across Stakeholders

In this session, New York and Georgia will describe each of their statewide efforts to roll out MTSS statewide. States will discuss their process to ensure statewide systems change across the SEA, EPPs and LEAs. Participants will engage in discussion related to successes and challenges in engaging in statewide systems change.

Rising Tides Raise All Ships: Improving Teacher and Leader Preparation to Meet the Needs of Each Learner

In this session, participants will learn how two states progressed in 2021 in expanding their program improvement efforts in teacher and leader preparation. In Tennessee, this work is related to the improvement of educator preparation by integrating the HLPs into programs. The work in Oregon involved revising all administration programs in the state to address competencies related to inclusive principal leadership.

Together We Go Far: Piloting a Collaborative Technical Assistance Model Across OSEP Centers

Does your state receive technical assistance from multiple OSEP centers? Join us to learn about a collaborative technical assistance model piloted by CEEDAR, SISEP, and the National Center for Systemic Improvement (NCSI) technical assistance providers in Colorado.

Why Don’t We Just Ask Them? How Utah and Mississippi Are Using Data to Inform Collaborative Induction and Mentoring

This session will highlight how data drives retention efforts in Utah and Mississippi. Presenters in Utah will share how they utilized survey data from partnering Beacon districts to develop best retention practices for special educators. Mississippi will share how data is being used by the SEA, EPPs, and LEAs to develop and implement an induction and mentoring pilot program.

Day 3

Building Capacity to Support New Teachers: Pilots and Partnerships Within MN and UT

This session will highlight efforts taking place in Minnesota and Utah to support new teachers through induction and mentoring. State presenters will share how they are evaluating their current needs and capacity and using the information to develop and pilot new programs and professional development aimed at providing sustained and aligned mentoring and induction supports for pre-service and in-service teachers.

Collaboration: The Foundation of Effective Educational Renewal

In this session, representatives from RI and WA will provide two very different examples that highlight innovative spaces that develop when all stakeholders are invited to join the process. Rhode Island will share its work on the development of a state-wide partnership agreement along with a site-specific partnership agreement template. Washington will highlight the use of state-wide collaboration led by OSPI and WA-CEEDAR to apply for, and ultimately receive, a five-year federal grant focused on recruitment, retention, and disproportionality.

Culturally Relevant for Whom? Developing Tools to Support Equitable Educator Preparation, Policy, and Practice

Members of the Culturally Relevant Education (CRE) Topical Action Group (TAG) will share how they are applying CRE principles to develop resources to support more equitable preparation, policy, and practice. Session participants will have an opportunity to provide feedback and offer insights from their contexts.

Going Beyond Knowledge to the Practice of HLPs in Arizona Educator Preparation Programs

In this session, attendees will learn about data collected from AZ EPPs to understand the extent to which faculty are including HLPs in courses and field experiences. The data are being used by Arizona ACEPP-CEEDAR team members to guide the types of supports and resources needed by EPP faculty as they incorporate HLPs in their programs. Participants will have an opportunity to consider data collection and use in their own contexts.

IDEA to Z: Using Federal Data to Inform CEEDAR Efforts

Data analysis is an essential part of developing and monitoring CEEDAR blueprint goals. However, it can be challenging to find and use data to guide our efforts. Join us as we explore federal data sources that can inform your state’s goals related to personnel preparation, policy reform, and equity for students with disabilities.

This session will examine efforts to support high-quality instructional practices in response to state-level policies that appeared challenging to implement. New Hampshire presenters will briefly explain the history, context, and possibilities of the Master Teacher License and the strategies to pilot the revisions to build legislative support. Texas presenters will highlight how they “pivoted” their program learning outcomes, competency rubrics, and a new degree plan to prepare their preservice teachers to be day-one ready.

Start Small, But Don’t Stay There: Scaling Up and Sustaining Across Educator Preparation Programs

In this session, the GA and KY teams will describe their process and tools to recruit new EPPs and engage existing EPPs in aligning/leveraging CEEDAR efforts and sustainability practices.

Using Partnerships to Improve the Quality and Diversity of the Educator Workforce

This session will explore how Ohio and Florida are using partnerships to improve the quality and diversity of the educator workforce. Ohio presenters will describe their work to diversify the educator workforce that involves partnerships between several EPPs and LEAs. Florida presenters will share how they are expanding their Paraprofessional-to-Teacher Pipeline Tuition Support Program. Participants will have an opportunity to discuss innovative approaches to make the educator workforce more representative of the children it serves.