Teacher and Leader Preparation:
The California CEEDAR initiatives are intended to foster collaboration with key California professional groups
and projects and to support sustainability and scaling up of CA/CEEDAR innovations. California educator preparation institutions prepare teachers and leaders who have the capability and the will to support all students, including students with disabilities and English Learners, to achieve college and career readiness skills.
Goal: Improve the quality of educator preparation so that teachers and leaders are prepared to support all students.
Objective #1: Develop a community of practice focused on issues related to socially just inclusive practices in program redesign and implementation for all Ed Specialist programs, including expanding expertise related to students with extensive support needs.
Objective #2: Create a community of Practice for Extensive Support Needs. Gathering, organizing, and making available instructional materials; including modules, videos, activities, readings, PowerPoints, which are related to students with more significant support needs with resources hosted on CSU website.
Objective #3: Create Critical Collaboration Podcast as an extension of the critical collaboration series by supporting educators in the field working effectively with students from culturally, linguistically, ethnically, and economically diverse backgrounds. Using the podcast format to reach a broader audience from 2021 series: increasing accessibility, more focus on speaker, dissemination through podcast so that it can be used in educator training (preservice, induction, inservice)
Objective #4: Develop and implement strategies that focus on inclusive leadership practice and preparation. This work is being conducted in collaboration with the California Alliance for Inclusive Schools.
Certification and Licensure Standards:
California approved new teacher standards for general educators, described as the “trunk” of a tree—the skills all teachers need to know and be able to do to work effectively with diverse populations. The “branches,” the specialized skills needed by those who work intensively with students with disabilities, are in development.
Licensure structures are also being reconsidered.
Preparation Program Approval and Licensure:
The standards for multiple- and single-subject programs have been approved and include the new teaching performance expectations designed to prepare teachers to work effectively with diverse populations. The standards for education specialist programs have not yet been revised, but it is anticipated that the Commission will direct staff to work on this in the near future.
