This session highlights how faculty in educator and leadership preparation programs in North Carolina and New York have leveraged their networks to establish innovative interdisciplinary collaboration opportunities resulting in effective content integration across departments. North Carolina will share about how they support the integration and alignment of the High Leverage Practices into general and special education teaching practices at UNC Chapel Hill. New York will highlight the process and outcomes of a course cross-disciplinary collaboration among educational leadership and special education teacher candidates.
Statewide collaboration doesn’t have to be complicated, just intentional. Washington will share how partnering with statewide educator organizations amplifies CEEDAR priorities and builds collective momentum. Tennessee will spotlight their SLT newsletter that pushes consistent communication and statewide engagement. This session highlights how consistent, intentional, statewide connections contribute to meaningful outcomes.
This session highlights practical strategies CEEDAR teams can use to collect, analyze, and leverage outcome data aligned to blueprint goals and objectives. Participants will also engage with concrete examples of how data-informed decision-making can strengthen teacher preparation and sustain continuous improvement.
This session explores how registered apprenticeship models are strengthening principal pipelines in Rhode Island and North Dakota. These programs provide aspiring principals with hands-on learning, mentorship, and coaching to build essential leadership skills. Rhode Island will highlight its RI Registered Apprenticeship Principal Program (RIRAPP). North Dakota will discuss its Registered Principal Apprenticeship Program that includes coaching and mentorship for aspiring leaders and the National Guideline Standards for K-12 Principal Registered Apprenticeship.
Colleagues from Georgia will share HLP Examples in Action – tools that help leadership candidates understand what HLP implementation looks like as a principal and provide faculty with example course assignments. Colleagues from Minnesota will highlight their use of TeachTrack (myhlptracker.com), a centralized platform for HLP reflections and supervisor feedback that supports submission, revision, rubric-based evaluation, and growth tracking, providing measurable evidence of teacher development.
This session highlights two state-level approaches to strengthening educator preparation systems in service of improved outcomes for students with disabilities. Presenters from Rhode Island will showcase the development of mentoring modules for clinical educators designed to build mentor capacity, promote effective instructional practices, and ensure more consistent, high quality support for residents. Ohio will showcase its P-20 Literacy Collaborative, which fosters university–school district partnerships through grant-funded initiatives and literacy coaching to align preparation, practice, and accountability across the P-20 continuum.
Educator supply and demand data is more than numbers—it’s a roadmap for change. This session brings together SPARC’s multi-state research and CERRA’s annual supply and demand reporting in South Carolina to demonstrate how robust data systems can guide recruitment, retention, and accountability efforts aligned with CEEDAR state goals and priorities.
This interactive session invites participants into a collaborative data deep-dive, featuring Utah’s efforts to collect mentoring and induction data and Minnesota’s new survey around state policies impacting teacher preparation. Together, we will share emerging insights and gather real-time feedback to strengthen data collection to inform decision-making and improve statewide systems.
In this Early Bird session, attendees will participate in practitioner-led roundtable discussions focused on supporting Registered Teacher Apprenticeship Programs. Attendees will have the opportunity to ask questions and learn from peers across states about current “hot topics,” including program design, funding, mentoring, and related areas; attendees will choose two of the four topics for roundtable discussions.
Join us to learn how two states are paving the way for innovative teacher preparation through dual-certification models! California will share findings from a statewide study on dual certification for students with disabilities and discuss implementation challenges. Maine will highlight its collaborative development of a streamlined four-year dual-certification program in elementary and special education to address the state’s educator shortage using a CEEDAR mini-grant.
North Carolina and Virginia have each built a collaborative model that extends far beyond their state leadership teams, engaging existing state structures and supports to accelerate progress on shared blueprint goals. This session will highlight how both states cultivate cross‑organizational relationships, align priorities, and leverage collective strengths to drive meaningful outcomes. Participants will hear practical examples of partnership structures, communication strategies, and lessons learned along the way. Attendees will leave with actionable ideas for strengthening collaboration within their own states and regions.
This session examines how Georgia and Mississippi use induction data to identify strengths, gaps, and opportunities for improving early-career teacher support. Participants will explore how these data can inform coordinated efforts among EPPs, districts, and state partners to sustain the teacher workforce.
School leaders have a powerful opportunity to improve outcomes for students with disabilities. Join us to explore how teams in Colorado and Vermont are scaling effective principal leadership preparation, professional learning, and policy efforts through cross‑agency collaboration, preservice‑to‑inservice partnerships, and system‑level alignment, all with a focus on keeping the outcomes rolling!
This session examines two state approaches to addressing teacher shortages through targeted recruitment initiatives. Presenters will discuss the development of Tennessee’s teacher voice video series and New Hampshire’s use of RTAP to increase access to the profession.
This interactive session highlights multiple High-Leverage Practice (HLP)–aligned observation instruments. Participants will explore three complementary approaches to HLP observation: two state-created tools currently being piloted, one focused on principal walkthroughs and another designed to support educators across the career continuum, from teacher candidates to veteran practitioners, and COACHED, a free, nationally available online platform that supports observation and feedback focused on HLP implementation. As a working session, attendees will provide feedback to inform continued development of the state tools and to collectively consider how existing HLP observation instruments might be aligned or leveraged to inform the development of a shared, cross-state observation framework within the CEEDAR network.
This session explores how Colorado and Arizona are using data to improve outcomes for all: teachers, students, and the education community. In Colorado, the state education agency and EPPs partnered to launch a statewide program completer survey, creating a structured feedback loop to inform policy and practice. In Arizona, AZed and EPPs are using the AZ data dashboard to create a data summary and examine the impact of multiple pathways to teaching. These efforts highlight how data can drive meaningful efforts in teacher retention.
Innovation Configurations (ICs) provide a structured approach for examining how evidence-based practices are implemented across educator preparation programs. In this accountability-focused session, Tennessee will discuss its pilot use of ICs to evaluate alignment with statewide, legislated literacy standards. Virginia will share how programs are using ICs to identify strengths and areas for growth, ensuring candidates receive consistent knowledge and practice across their preparation.
This website was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A220002. David Guardino serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.
