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Step 8: Scale Impact
Scaling impact requires thoughtful planning and intentional partnerships. Documenting successes, challenges, and lessons learned during improvement efforts creates a solid foundation for sustainability and scale-up.
- The EPP has documented and communicated successes, challenges, and lessons learned to internal and external stakeholders.
- The EPP is collaborating with stakeholders (e.g., local districts, SEA) to scale program reform and continuous improvement efforts to other programs, universities, and geographic areas.
Step 8.1 Communicate Achievements
Step 8.2 Scale Efforts
- What stakeholders need to be part of a conversation about sustainability and scale-up?
- How will the EPP ensure that reform efforts are leading to deep and consequential changes in teacher preparation?
- How will the EPP ensure that changes to programs and preparation practices are sustained over a substantial period of time regardless of administration or faculty turnover?
- How will the EPP maximize the spread of scale-up efforts to other programs and universities?
- How will the EPP maintain the effectiveness of reforms while reducing the resources needed to sustain the reforms?
- What strategies will help those impacted by program reforms (e.g., faculty) assume ownership for their sustainability?
- How will the EPP ensure that the program reform framework is flexible and can be adapted to meet the changing needs of stakeholders in the future?
Active Implementation Frameworks:
- Communication Protocol Worksheet: Helps teams develop linked communication protocols between different groups of stakeholders to promote systems alignment and a transparent feedback process.
- Creating Meaningful Change in Education: A Cascading Logic Model: Outlines a strategy to help teams ask “how?” five times to focus attention on operationalizing the processes needed at each level of the education system to establish and sustain new practices in existing systems.
- Connecticut created a guidebook titled Developing Quality Fieldwork Experiences for Teacher Candidates: A Planning Guide for Educator Preparation Programs and District Partners that captures lessons learned from work conducted with CEEDAR partner EPPs to improve fieldwork experiences for teacher candidates. It provides resources and planning tools intended to scale partnerships between EPPs and local districts across the state. The guidebook includes examples of partner roles and responsibilities in providing practice-based experiences and considerations for designing and implementing field experiences.
- The Connecticut state leadership team, poised for substantial scale-up work, invited additional EPPs—Fairfield, Sacred Heart, Bridgeport, Western Connecticut State University, and Eastern Connecticut State University—to participate as partners in teacher preparation reform based on Developing Quality Fieldwork Experiences for Teacher Candidates and CEEDAR Center principals. These institutions have signed memorandums of understanding to engage in this work.
- Michigan created a document titled Michigan’s Integrated Behavior and Learning Support Initiative as a Value Added System, which includes a mission statement, core values, and a table emphasizing the alignment between multiple initiatives to guide future scale-up efforts.
- Arizona created the Arizona Coalition for Educator Preparation and Practice (ACEPP) to sustain its CEEDAR Center work. ACEPP’s bylaws include its mission, membership, and governance. ACEPP is the first formal coalition of teacher educators, along with key partners at the Arizona Department of Education, to work collaboratively to sustain efforts to improve outcomes for students with disabilities.
- Each year, since 2018, Kentucky actively recruits new EPPs to participate in the scale up of the KEEP (Kentucky Excellence in Educator Preparation) work. Interested EPPs submit a proposal to the state team demonstrating how they plan to address the state blueprint goals in their local institutions. Selected EPPs receive a small grant and present the results of their work at the annual KEEP Conference.
- Florida Scales-up EPP Reform: 7 new EPPs have joined the Florida team! The Florida team is using a ‘Pay it Forward’ model to scale-up EPP reform across the state. Mentor/mentee relationships have been established between 3 CEEDAR EPP partners experienced in navigating the CEEDAR EPP Reform Roadmap and 7 new EPP partners. The mentor IHEs will facilitate their mentees’ implementation of the Roadmap activities to guide their reform initiatives. The EPP teams have been meeting monthly through the summer to create visions and establish focus areas for this important work. Despite the on campus in-person IHE committee constraints imposed by COVID-19 distancing, 2 of the new partner EPPs have already successfully developed CEEDAR Blueprint language reflecting their objectives supporting High Leverage Practice and Evidence Based Practice implementation within their preparation programs.