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Aligning State Initiatives: Linking Research, Policy, and Practice With Personnel Preparation

Aligning State Initiatives: Linking Research, Policy, and Practice With Personnel Preparation. August 1, 2016 Erica McCray, CEEDAR Center Lindsey Hayes, GTL Center and CEEDAR Center Lynn Holdheide, GTL Center and CEEDAR Center Leslie Soodak, Pace University Roberta Wiener, Pace University.

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Aligning State Initiatives: Linking Research, Policy, and Practice With Personnel Preparation

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  1. Aligning State Initiatives: Linking Research, Policy, and Practice With Personnel Preparation August 1, 2016 Erica McCray, CEEDAR Center Lindsey Hayes, GTL Center and CEEDAR Center Lynn Holdheide, GTL Center and CEEDAR Center Leslie Soodak, Pace University Roberta Wiener, Pace University

  2. Objectives Participants will learn about state initiatives that affect personnel preparation and continuing professional development for general and special education teachers, administrators, early interventionists, and personnel offering related services.  Participants will discuss ideas and share experiences that will enable personnel preparation program faculty to contribute to state initiatives by working to align research, policy, and practice within and across preservice and inservice preparation and support.

  3. Agenda Identify instructional through-lines important for aligning initiatives Consider ways in which personnel preparation program reform can be an entry point for alignment Examine lessons learned from 325Ts that can be used to advance educational reform Explore an example from Pace University (325T fiscal year 2010) Discuss next steps and how to get involved

  4. State Strategic Plans • State Equity Plans • School Improvement Plans • State Systemic Improvement Plans • State Personnel Development Grants • Title IIA Aligning State Initiatives Induction/ Mentoring Coaching and Feedback Educator Evaluation Instructional Leadership Personnel Preparation Practice-Based Opportunities Professional Learning Sustained Support Expectations of Instructional Practice Evidence-Based Practices, High-Leverage Practices • Example Resources • CEEDAR Center • Innovation Configurations • Course Enhancement Modules • GTL Center • Technical Assistance to SEAs and RCCs Licensure and Certification Professional Standards Program Approval Policy

  5. 325T Focus Licensure/certification standards Organizational structure and instructional delivery Curriculum and course content Student support Program evaluation

  6. 325T Best Practice Review Communication and collaboration—internal and external Comprehensive programmatic review Professional development—internal and external Start with the end in mind

  7. Pace University 325TInclusive Adolescent Education Program • Program Approval • Professional Standards • Licensure and Certification • Pace University • State department of education • OSEP Annual Performance Report • Council for Exceptional Children • NCATE (CAEP) • Special education • Adolescent education • 7–12 Content Specialist • 7–12 Special Education Specialist • 7–12 Special Education Generalist • New York State Requirements • Standardized and performance examinations • Content area coursework

  8. Pace University 325T: Policy Considerations and Initiatives • How do the certification policies align with program goals? • Extensive and costly certification requirements • Impact on program entry, retention, and completion, particularly for candidates from diverse backgrounds • Additive model of certification requirements that is not inclusive • Detraction of edTPA from an enriched clinical experience • How can university faculty inform policy? • Gather stakeholders: town hall meeting • Disseminate information: white paper • Contribute to policy decisions: New York State task force

  9. State Strategic Plans • State Equity Plans • School Improvement Plans • State Systemic Improvement Plans • State Personnel Development Grants • Title IIA Revisting Alignment Induction/ Mentoring Coaching and Feedback Educator Evaluation Instructional Leadership Personnel Preparation Practice-Based Opportunities Professional Learning Sustained Support Expectations of Instructional Practice Evidence-Based Practices, High-Leverage Practices • Example Resources • CEEDAR Center • Innovation Configurations • Course Enhancement Modules • GTL Center • Technical Assistance to SEAs and RCCs Licensure and Certification Professional Standards Program Approval Policy

  10. Discussion Think about your role at your institution. What is your entry point for this work? How can personnel preparation reform reinforce “through-lines” in expectations of instructional practice? How can these “through-lines” be perpetuated across the educator career continuum? Where do you see opportunities to participate in or influence policy coversations?

  11. Thank you! Erica McCray (edm@coe.ufl.edu) Lindsey Hayes (lhayes@air.org) Lynn Holdheide (lholdheide@air.org) Leslie Soodak (lsoodak@pace.edu) Roberta Wiener (rwiener2@pace.edu)

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