Prepare

The Georgia Department of Education supports a High-Leverage Practice (HLP) Resource Hub that offers Georgia preparation providers and educators resources related to HLPs, from introduction through application, along with an accompanying HLP/edTPA Rubric Crosswalk.

The ECPC (Early Childhood Personnel Center) offers resources for higher education faculty and professional development providers that are designed to facilitate the integration of the Initial Practice-Based Professional Preparation Standards Early Interventionists/Early Childhood Special Educators. The series includes a module for each of the seven standards.

SCRIPT-NC partners with select North Carolina community colleges to enhance coursework and practical experiences in early childhood programs by incorporating evidence-based and competency-based practices that support the inclusion of children with disabilities and who are culturally and ethnically diverse.

The Candidate Assessment of Performance (CAP) assesses teacher candidates’ readiness in relation to the state Professional Standards for Teachers, which include a standard for teaching all learners. Successful completion of CAP is required for all Massachusetts candidates to complete a teacher preparation program.

This planning framework guides and supports educator preparation programs (EPPs) to integrate evidence-based and high-leverage practices within and across coursework and field experiences. The roadmap highlights the major guidelines that EPPs should consider throughout the reform process and provides supporting facilitation guidance, examples, resources, and tools from EPPs that have engaged in and benefited from this process. The roadmap is designed to emphasize a systemic approach to reform through a collaborative, ongoing analysis and continuous improvement process.

This policy and practice portrait describes how technical assistance tools and services from the CEEDAR Center can help educator preparation programs generate evidence in support of review and reporting requirements from CAEP and other accrediting organizations.

This policy synopsis presents information on the manner in which states license special education teachers. The first table presents information on licensure patterns for teachers of students with sensory impairments and teachers of preschool-aged children with disabilities. The second table describes how states license teachers to work with school-aged children with all other disabilities.

This policy synopsis provides brief descriptions of a selected group of dual certification programs in special education. Descriptions include general information about the program, coursework, and field experiences.

CEEDAR’s interactive state policy map provides information about state policies that support the preparation and development of teachers and leaders in meeting the needs of students with disabilities. Each state policy profile includes information about teacher and leader standards, preparation, certification and licensure, induction, and professional development standards.

This policy analysis report from the CEEDAR Center investigates the extent to which states have standards for teachers and school leaders and the extent to which these standards address what teachers and leaders need to know to effectively educate students with disabilities and other diverse learners. The report includes a section on certification policies for teachers generally, for special educators in particular, and for school leaders.