Reports

Every Student Deserves an Equitable Opportunity to Succeed.

Selecting Career Changers with Real Potential for Teaching and Designing a Program to Meet Their Needs

Co-authored by the CEEDAR Center and GTL Center, this brief offers guidelines for alternative route programs to help select candidates who are more likely to be successful in the field.

Addressing Shortages of Educators in an Uncertain COVID-19 Landscape: Viewing Teacher Candidates as Assets

Co-authored by the CEEDAR Center, AACTE, and GTL Center, this brief offers concrete ways teacher candidates can be leveraged to better support veteran teachers during the shift to distance learning, or new education models as schools reopen.

Cross-State Conversations Summary Report

On April 6, 2020, the CEEDAR Center and 18 partnering states engaged in cross-state conversations that focused on the following:

  • Strategies that preparation program faculty are taking to provide virtual practice-based opportunities made necessary by the COVID-19 pandemic.
  • State guidance on teacher certification and licensure changes made necessary by the COVID-19 pandemic.

This report summaries the conversations from that meeting.

Leading and Engaging Faculty in Teacher Preparation Reform

This Special Issues Brief from the CEEDAR Center in partnership with the American Association of Colleges for Teacher Education summarizes the experiences in leadership of six current and former deans who have been identified as engaging in successful collaborative reform efforts within their colleges. Because few resources exist to support deans in their efforts to work with faculty to engage in this work, we believe the experiences of these leaders should be useful to other deans as they work toward similar outcomes.

Short-Term Strategies for Dealing With Shortages of Special Education Teachers

Schools and districts facing teacher shortages often have few options for filling vacant special education teacher positions. Although the Individuals With Disabilities Education Act (IDEA) requires that special education teachers be fully licensed when beginning to teach, many special education teachers receive their certification through fast-track routes that do not fully prepare them with the knowledge and skills they need to be effective. Research has demonstrated that special education teachers who have gone through a full preparation program are more likely to provide effective instruction, increase student achievement, and remain in the classroom. However, when vacancies occur and fully-prepared special education teachers are not immediately available, what can schools and districts do to ensure that students are served and teachers are supported? This brief outlines short-term strategies that, when paired with long-term comprehensive strategies, can be employed to hire, prepare, and support teachers in schools and districts facing special education teacher shortage crises.

Roadmap for Educator Preparation Reform

Local special education leadership is high-stakes work with long-lasting consequences for students, families, teachers, and schools. Procedural compliance has always been important because mistakes can result in costly dispute resolutions and audit exceptions. This paper provides an example of how Washington is addressing these challenges.

Responding to the Need for New Local Special Education Administrators: A Case Study

Local special education leadership is high-stakes work with long-lasting consequences for students, families, teachers, and schools. Procedural compliance has always been important because mistakes can result in costly dispute resolutions and audit exceptions. This paper provides an example of how Washington is addressing these challenges.

High-Leverage Practices and Evidence-Based Practices: A Promising Pair

High-leverage practices (HLPs) and evidence-based practices (EBPs) when used together can become powerful tools for improving student outcomes. This brief is designed to show the promise of these practices in advancing educator preparation and practice and, subsequently, outcomes for students with disabilities and those who struggle.

High-Leverage Practices in Special Education

In partnership with the Council for Exceptional Children (CEC), CEEDAR has developed and published a set of high-leverage practices (HLPs) for special educators and teacher candidates.

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.

Learning to Teach

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.

OSEP LogoThis 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.