Prepare

This framework and facilitation guide is intended to support educator preparation program faculty, teacher educators, collaborating P–12 partners, and university supervisors engaged in deliberate reflection and planning for effective, practice-based opportunities for candidates throughout coursework and field experiences.

This series of briefs highlights innovative examples of teacher education programs that are providing their candidates with practice-based opportunities within coursework and fieldwork. Topics include structured tutoring; virtual simulation; lesson study; laboratory experiences; bug-in-ear coaching; video analysis; and coursework-aligned, field-based practice opportunities.

This special issues brief from the CEEDAR Center and GTL Center outlines essential features for providing candidates with high-quality, structured, and sequenced opportunities to practice within teacher preparation programs. The brief also showcases several teacher preparation programs wherein faculty have enacted innovative strategies to embed practice-based opportunities into existing coursework and field experiences.

This policy synopsis summarizes states’ field experience policies for general education candidates and the extent to which they require experience with students with disabilities.

This article describes one teacher preparation program’s efforts to strengthen and extend existing partnerships with a group of nine rural schools districts. The article summarizes lessons learning over the five-year partnerships that was supported by a 325T professional development grant.

This state policy and practice portrait describes how partnerships between educator preparation programs and local districts can be used as a strategy to address teacher shortages. The brief provides examples of how these partnerships have been structured in CEEDAR states, specifically how the partnerships have led to innovative strategies to fully license newly hired teachers.

Innovation Configurations (ICs) are self-assessment tools designed to evaluate the extent to which evidence-based practices are taught, observed, and applied within teacher preparation and professional development programs. ICs are available on the following topics:
• Evidence-Based Practices for English Language Learners
• Literacy Instruction for Students With Multiple and Severe Disabilities
• Evidence-Based Reading Instruction For Grades K-5
• Evidence-Based Reading Instruction for Grades 6-12
• Transition Services For Students With Disabilities

Course Enhancement Modules (CEMs) include usable resources for faculty and professional development providers to integrate into coursework or professional development to provide teachers and leaders with effective opportunities to learn about and use evidence-based practices. CEM resources are designed to be used in whole or in part with teacher preparation and professional development programs to support learning at the pre-service and in-service levels.
• Culturally Relevant Education
• Evidence-Based Transition Planning and Services
• Disciplinary Literacy

This brief is designed to show how high-leverage practices (HLPs) and evidence-based practices (EBPs) can be used together to advance educator preparation and practice. The brief defines HLPs and EBPs and shares examples of how educator preparation programs are integrating them in their candidates’ learning opportunities. The brief concludes with an illustration of how they can be seamlessly integrated into instruction provided as part of multi-tiered systems of support.

This tool outlines key competencies for effective inclusive principal leadership within the framework of the Professional Standards for Educational Leaders (PSEL) 2015. It also includes actions states can take to ensure all principals are prepared to create and lead learning environments that meet the needs of students with disabilities.