CEEDAR

Rhode Island is one of many states involved in an intensive state partnership with the Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR). The CEEDAR Center helps states and higher education institutions reform "teacher and leader preparation programs, revise licensure standards to align with reforms, refine personnel evaluation systems, and realign policy structures and professional learning systems."

*NEW* Rhode Island EPP-LEA State Recognized Partnership Agreement

Rhode Island educators, educator preparation programs (EPPs), district leaders, RIDE, and the CEEDAR Center State Leadership Team, have collaborated to create a structure for engaging in mutually beneficial partnerships. 

The Tier 1 state-wide partnership document standardizes expectations in all educator candidate fieldwork, suggests a common lexicon, and clarifies roles and responsibilities in clinical practice.  By engaging in clinical practice, LEAs and EPPs are agreeing to the included definitions, roles, responsibilities, and expectations outlined in the Tier 1 document. 

The Tier 2 documents, including templates A, B, C, are designed as a roadmap to deepen and/or develop mutually beneficial partnerships beyond the placement of educator candidates for clinical practice. 

By creating transparent and common baseline expectations and processes for working together across Rhode Island, we all will have a part in further developing the pipeline of qualified and quality educators for Rhode Island schools.

Additional Information

The Tier 1 Partnership Agreement has been vetted through seven focus groups composed of state-wide stakeholders to solicit feedback and has been reviewed by RIDE, who issued their support of the document. This is NOT a required document, but a tool that will support your school/district in the development of partnerships with Educator Preparation Programs (EPPs).

This State Leadership Team is supported by the CEEDAR Center in the development and implementation of renewal efforts that look to improve educational processes for every student in Rhode Island. The State Leadership Team is working on four primary Blueprint goals:

  1. Engage in continuous improvement of preparation programs.
  2. Support the development of mutually beneficial partnerships between districts and preparation programs.
  3. Establish organizational cultures, identify protocols, and provide shared learning opportunities to ensure that Rhode Island approaches education work with an explicit focus on equity and access.
  4. Build the capacity of Rhode Island EPPs and districts to embed literacy practices and frameworks that are supported by evidence and aligned to state requirements into preparation programs and clinical experiences.

Each blueprint goal is supported by objectives and implementation strategies that will be shared broadly as recommendations for practice. The final outcomes will be supported by resources to ensure effective practice.

The Rhode Island Science of Reading and Structured Literacy Syllabi Refinement Tool and Resource Bank for Syllabi Enhancement are designed to help Rhode Island Educator Preparation Programs (EPPs) refine their syllabi to meet the requirements of the Rhode Island Right to Read Act. This resource is based on the Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center’s innovation configuration (IC) matrix. The Syllabi Refinement Tool crosswalks all competencies and components of proficiency in the Science of Reading and Structured Literacy as required by the Right to Read Act with the CEEDAR Center’s K-5 Evidence-Based Reading Instruction IC, the Mount St. Joseph Syllabi Planning Rubric, and the International Dyslexia Association’s Knowledge and Practice Standards.

These tools facilitate EPPs thinking comprehensively about the degree to which their syllabi/coursework are aligned to reading science and provide aligned resources to address any determined needs. Additional uses may be found for LEAs (e.g., aligning instruction, assessment, curriculum, and professional learning to the Science of Reading).