02/21/2025
Mary Baldwin’s Teacher Education Professional Development on HLPs and Data Collection.
In February 2022, the CEEDAR (Collaboration for Effective Educator Development, Accountability, and Reform) Center convened with faculty and TTAC representatives from George Mason University, James Madison University, and Mary Baldwin University (MBU) to launch efforts aimed at informing and equipping both in-service and pre-service teachers with strategies to support all students, particularly those with special needs. These strategies include high-leverage practices (HLPs) and evidence-based practices (EBPs) designed to enhance student learning and engagement. During the initial meetings, the team explored CEEDAR's mission and began developing goals, a mission statement, and a vision to guide and sustain their collaborative work. Representing MBU at the CEEDAR meetings were Dr. Pamela Bailey, Dr. Pari Paluszak, and Dr. Stephanie Sebolt.
Based at the University of Florida, CEEDAR supports teams across the United States, providing resources and tools, including a program for collecting data on effective practices. CEEDAR’s mission is to “support students with disabilities in achieving college- and career-ready standards by building the capacity of state personnel preparation systems to prepare teachers and leaders to implement evidence-based practices (EBPs) within multi-tiered systems of support (MTSS).”
Virginia CEEDAR’s mission emphasizes “elevating educator effectiveness in the use of EBPs by collaboratively engaging institutions of higher education, state education association staff, local education agencies, and community partners.” While the focus remains on supporting students with disabilities, the mission acknowledges that best practices benefit all students as they grow into productive citizens.
This collaborative effort resulted in a shared state team vision: “Each student has access to highly effective instruction in an inclusive school environment.” CEEDAR workgroups are addressing Virginia's goals by focusing on pre-service and in-service teacher training, mentoring and induction of pre-service teachers, and communication and onboarding for new educator preparation programs (EPPs) and local education agencies (LEAs). Their work includes collecting data on HLPs and EBPs, devising onboarding strategies for new EPPs, and developing a communication-centered website for the state team.
In addition to collaborating with representatives from other institutions and school divisions, the MBU team developed actionable plans aligned with their strategic goals. Mary Baldwin University’s strategic plan emphasizes preparing professional educators to lead, innovate, include, and collaborate. Internally, the MBU team is dedicated to educating pre-service teachers to support all students in Virginia by actively modeling best practices in the classroom. The MBU team has identified the following goals in collaboration with the teacher education faculty:
• Integrate high-leverage practices (HLPs) into all courses, starting with those in the special education program.
• Educate faculty and adjunct instructors on HLPs and EBPs.
• Ensure all courses incorporate HLPs as appropriate for the content and required competencies.
• Analyze data on HLP implementation in course expectations and assignments to identify strengths and areas for improvement.
• Develop a webpage with resources and links for students, faculty, and adjunct instructors.
• Stay responsive to the HLP needs of partnering school divisions.
At Mary Baldwin University (MBU), our practices to model and educate our students to become educators who are prepared for the classroom led to being invited to be a part of an apprenticeship grant with Newport News Public Schools, enabling four students to earn a bachelor’s degree that fulfills all requirements for licensure with a special education endorsement in the Commonwealth. Additionally, MBU has received a SAEF grant to support twelve employees from six Virginia school divisions to provide all that is needed for each to complete their bachelor’s degrees and special education endorsement for licensure. The Teacher Education faculty at Mary Baldwin University remain dedicated to continually assessing and enhancing programs to serve the needs of all students across the Commonwealth of Virginia.
