Center on Great Teachers and Leaders Program Evaluation Resources

Center on Great Teachers and Leaders Program Evaluation Resources

Certification/Licensure Standards

Preparing Teachers for the common Core: Aligning Preparation Program Curricula

Leadership and Lattices: New Pathways Across the Teaching Profession

Tiered Licensure: Connecting Educator Effectiveness Policies

Program Evaluation

Improving School Leader Preparation: Collaborative Models for Measuring Effectiveness

Using Teacher Evaluation Data to Inform Professional Learning

Creating Coherence: Connecting Teacher Evaluation and Support Systems to the Common Core

Evaluating Specialized Instructional Support Personnel: Supplement to the Practical Guide to Designing Comprehensive Teacher Evaluation Systems

Popular Resources

Innovation Configurations

Course Enhancement Modules

Reports and Briefs

Conference Presentations

High-Leverage Practices

Our Partners

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American Institutes for Research (AIR)

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National Center for Informing Policy and Practice in Special Education Professional Development (NCIPP)

Center on Personnel Studies in Special Education (COPSSE)

Personnel Improvement Center (PIC)

University of Kansas (KU)

American Association of Colleges for Teacher Education (AACTE)

National Association of State Directors of Special Education (NASDSE)

Council for Exceptional Children (CEC)

Study of Personnel Needs in Special Education (SPENSE)

Council of Chief State School Officers (CCSSO)

Council for the Accreditation of Educator Preparation (CAEP)

The IRIS Center

Center for Great Teachers and Leaders (GTL)

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This website was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A120003. David Guardino serves as the project officer. The views expressed herein do not necessarily represent the positions or polices 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.