Share this Guide
Step 6: Implement Reforms
Implementation of the action plan for program reform must be intentional and thoughtful. Building faculty capacity and shared accountability helps create the conditions for long-term success.
- Faculty have implemented program improvement tasks and activities in accordance with the action plan.
- Changes have been made to coursework and clinical experiences to improve alignment with evidence-based practices and frameworks.
- Faculty have developed the capacity to implement changes within coursework and clinical experiences to improve learning opportunities for candidates.
Step 6.1 Address Implementation Opportunities and Challenges
- How will the EPP build partnerships with external organizations to support faculty to implement the action plan (e.g., professional development providers)?
- How can supports from the SEA be leveraged to support faculty to implement the action plan?
- How can existing faculty expertise be leveraged to help other faculty problem-solve issues that may arise during implementation of the action plan?
Step 6.2 Develop Faculty Capacity
- What are potential “quick wins” to demonstrate to faculty the benefits of engaging in program improvement efforts?
- Are faculty receiving the planned supports (e.g., training, professional development, financial support to present on reforms within the state or nationally) to implement the programmatic changes specified in the action plan?
- How is the EPP measuring whether faculty capacity has been built to embed evidence-based practices and frameworks into coursework and clinical experiences?
Active Implementation Frameworks:
- Initiative Inventory Activity: Supports the review of past and current initiatives that can help determine if faculty are able to commit to reform. Information gathered through the activity can be used to explore how additional EPP initiatives align with current work without duplication.
- Exploration Stage of Implementation: Details the exploration stage of implementation. The exploration stage is when the EPP team considers the extent to which a potential reform meets the needs of the EPP or school.
Leading by Convening (Coalescing Around Issues):
- Meet the Stakeholders: Helps EPP teams identify external stakeholder groups that are connected to the work, such as districts, students, parents, and teacher candidates, and how each stakeholder group is connected to the work.
- Center on Great Teachers and Leaders Data Review Tool: Assists teams to assess, analyze, and communicate their state data about students having equitable access to educators.
- Arizona has developed a High Leverage Practices (HLPs) in Arizona hub, a website available to all EPPs in the state, as well as the Arizona Department of Education and LEAs. The hub is a useful guide for preservice and in-service programs seeking to incorporate HLPs into their learning experiences. The hub is regularly updated to provide up-to-date information and resources.
- In September 2017, the Connecticut state leadership team held a statewide conference—CEEDAR Conference: Putting Research-to-Practice in Teacher Preparation: Learner Ready Day One—designed to increase awareness of the state’s efforts related to evidence-based practices (EBPs) and stimulate scale-up and sustainability across the state. The conference was well received, the objectives were met, and additional EPPs expressed an interest in joining the state’s policy and practice reform efforts.
- In an effort to increase awareness, understanding, and implementation of HLPs in a Multi-Tiered System of Support (MTSS), the Georgia state leadership team held a series of seven statewide webinars. These webinars were designed to advance the state’s collective efforts to demonstrate alignment and support from preservice to in-service statewide, with particular emphasis on extending reform efforts across preparation programs and district professional learning systems.
- The Florida state leadership team developed an online course for school-based leadership related to instruction, support systems, and data-based decision making at the school level that allows teachers to more effectively meet the needs of students with disabilities. The team worked to align the online course to the Florida Principal Leadership Standards and leveraged CEEDAR’s School Leadership for Students With Disabilities Course Enhancement Module. The online, self-paced professional learning course is provided at no cost to Florida school leaders and is housed on a professional development portal.
- The University of Central Florida—one of the first EPPs engaged with the CEEDAR Center—mentored Daytona State College to engage in collaborative efforts to enhance the syllabi of preservice courses to include resources, strategies, and practices for inclusive classrooms. For insights into their efforts, view the joint presentation from summer 2018.
- Oregon included in its blueprint an overall goal to strengthen the preparation of leaders in establishing inclusive buildings and classrooms. Faculty are developing modules to enable leaders to meet the needs of all students, including students with disabilities. The modules and content will be embedded into courses in educational leadership programs at four institutions of higher education (IHEs); the long-term goal is to expand module use at other IHEs across the state.