Utah Intensive TA

Utah

TA Profile

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About Utah

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A CEEDAR TA Partner since: 2014

Participating Teacher Preparation Programs:

  • Brigham Young University
  • Southern Utah University
  • University of Utah
  • Utah State University
  • Utah Tech University
  • Utah Valley University
  • Westminster College
  • Utah State Board of Education
  • Washington County School District
  • Ascent Academies
  • Spectrum Academies
  • Granite School District
  • Iron School District
  • Jordan School District
  • Lincoln School District
UT CEEDAR Infographic 2022

  • CEEDAR Cross-State Convening 2023

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Reform Efforts

CEEDAR Efforts in Utah:

Adopting a competency-based approach to preparation:

  1. Clarify what competencies will be emphasized through a process of aligning UET standards, high leverage practices, evidence-based practices, and state teacher evaluation tools.
  2. Based on the competencies work, create modules to support teachers for UET standards, high leverage practices, evidence-based practices, and state teacher evaluation tools.
  3. USBE, LEAs, and IHEs reviewed and created guidance documents to identify mentor teachers, including cooperating teachers.
  4. New statewide CANVAS course was created and implemented to support mentor teachers, including cooperating teachers.
  5. Three pilot programs have been implemented to gather data and determine effectiveness of the new mentor teacher supports.
  6. Team is in the process of alignment of state supports in induction and mentoring for in-service educators.
  7. Suggest a framework for exemplary clinical practice partnerships that focus on preservice to in-service teacher development.

In Their Own Words

Interested in learning more about reform efforts in Utah? Contact one of our CEEDAR agency representatives.

Institution RepresentedNameEmail
CEEDARKate Adamskadams@coe.ufl.edu
CCSSO/CEEDAR

Tim DoveTim.dove@consultant.ccsso.org
Utah State Board of Education
Jennifer ThrondsenJennifer.Throndsen@schools.utah.gov
Utah State Board of Education

Leah VoorhiesLeah.voorhies@schools.utah.gov
Brigham Young UniversityCade Charltoncade_charlton@byu.edu
Dixie State UniversityKari Galigali@dixie.edu
Southern Utah UniversityJennifer McKenziejennifermckenzie1@suu.edu
University of UtahMatt Jamesonmatt.jameson@utah.edu
Utah State UniversityTim Slocumtim.slocum@usu.edu
Utah Valley UniversityGeorge Odongogeorge.odongo@uvu.edu
Westminster CollegeLowell Oswaldloswald@westminstercollege.edu
Washington County School DistrictAmy Mitchellamy.mitchell@washk12.org
Ascent AcademiesWade Gatherwglathar@ascentutah.org
Spectrum AcademiesChristina GuevaraCGuevara@spectrumcharter.org
Iron School DistrictKevin Garrettkevin.garrett@ironmail.org
Jordan School DistrictBrian Kingbrian.king@schools.utah.gov
Granite School DistrictBryce Daybbday@graniteschools.org
Lincoln AcademyPeter Ehlenehlen@lincoln-academy.org
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Popular Resources

Our Partners

University of Florida

American Institutes for Research (AIR)

Council of Chief State School Officers (CCSSO)

Other Collaborators

American Association of Colleges for Teacher Education (AACTE)

Center on Great Teachers and Leaders (GTL)

Center on Personnel Studies in Special Education (COPSSE)

Council for Exceptional Children (CEC)

Council for the Accreditation of Educator Preparation (CAEP)

ICPEL

National Association of State Directors of Special Education (NASDSE)

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

NCII

Parent Information Center

PBIS Center

Personnel Improvement Center (PIC)

SISEP

Study of Personnel Needs in Special Education (SPENSE)

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OSEP LogoThis website was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A220002. David Guardino serves as the project officer. The views expressed herein do not necessarily represent the positions or policies 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.