Resources

 

Principles for Teacher Support and Evaluation Systems

States have an important role to play in making sure teachers have the support they need to fulfill their increasingly complex roles. The principles outlined here focus on developing teachers through support and evaluation systems. These principles are intended as a guide for state chiefs and their teams; the application of the principles will vary based on state contexts.

 

Principles in Practice: State Examples of Teacher Support and Evaluation Systems

State education chiefs across the country know that great teachers inspire, educate, and open doors of opportunity for children of all backgrounds. Achieving the aspiration of a great teacher in every classroom requires state leadership. States can create comprehensive teacher development systems that continuously improve over time, ensure equitable instruction to a diverse student body, and strike a balance between support and accountability.

 

Missouri Leadership Development System- Emerging Level Facilitator Guide

The primary purpose of the Missouri Leadership Development System (MLDS) is the development and support of effective school leaders. Effective school leadership is an essential factor to ensure equitable access to excellent education for all Missouri students. This guide explores five competency categories associated with a transformational principal and provides examples for how to apply those competencies to an emerging level principal.

Promises to Keep: Transforming Educator Preparation to Better Serve a Diverse Range of Learners    

Promises to Keep: Transforming Educator Preparation to Better Serve a Diverse Range of Learners

State education chiefs have taken the lead to transform educator preparation across the country. In 2012, CCSSO published Our Responsibility: Our Promise, recommendations for transforming teacher and leader preparation and licensure at a state level. Promises to Keep builds on this work to make sure effective teachers and leaders have the preparation they need to help all students succeed, including students with disabilities. Promises to Keep is the first document of its kind, in which leading educators help to outline clear policy actions state agencies can take to ensure that their preparation programs are more effective for teachers and principals educating students with disabilities. CCSSO and the Collaboration for Effective Educator Development, Accountability, and Reform Center (CEEDAR) convened an advisory group of teachers, state education agency leaders, higher education faculty and advocacy groups to inform these recommendations. Most importantly, Promises to Keep focuses on all educators in all public schools, as we know all teachers and principals will serve students with disabilities.

CCSSO and New Mexico Strive to Bring the Highest Level of Education to Our Students    

CCSSO and New Mexico Strive to Bring the Highest Level of Education to Our Students

CCSSO visit to New Mexico and the Principals Pursuing Excellence program.

 

Special Education Resources for General Educators

This website was designed to provide general classroom educators with quick access to information and professional development about addressing the needs of students who have disabilities and special education. We hope you will find the site easy to navigate as you seek answers to the questions you have about meeting the needs of students who have disabilities.

 

SCEL Toolkit for SEAS to Increase District Leadership Capacity

In an effort to help states meet the needs of their districts, especially underperforming districts, SCEL has developed this toolkit for SEAs to use to increase district leadership capacity.

Literature Review for the InTASC Model Core Teaching Standards (2011)    

Literature Review for the InTASC Model Core Teaching Standards (2011)

The purpose of the literature review is to a) identify areas within the updated InTASC standards that are supported by empirical evidence and b) identify areas within the standards that are supported by normative arguments (as opposed to empirical research).

 

Webinar: CCSSO Briefing Transforming Educator Preparation and Entry into the Profession

The webcast is a recording of the public release from a briefing earlier in the day, featuring Thomas Luna, Idaho Superintendent of Public Instruction, Jason Glass, Iowa Director of Education, Gene Wilhoit, CCSSO Executive Director, moderated by Chris Minnich, incoming CCSSO Executive Director.

InTASC Lumibook: An Interactive Guide to Understanding and Applying the InTASC Standards to Teacher Effectiveness and Student Success    

InTASC Lumibook: An Interactive Guide to Understanding and Applying the InTASC Standards to Teacher Effectiveness and Student Success

CCSSO, in collaboration with School Improvement Network, has released an innovative online resource to promote collaborative professional learning for teachers around the InTASC standards and learning progressions. InTASC Model Core Teaching Standards: An Interactive Guide to Understanding and Applying the InTASC Standards to Teacher Effectiveness and Student Success is packed with resources, including videos, and incorporates unique social media tools into a highly interactive cloud-based e-reading platform called the LumiBook.