NCIPP collaborates with four centers and host organizations. Through these partnerships, NCIPP accesses existing dissemination infrastructures and benefit from the wisdom and experience of colleagues engaged in the work that relates closely to NCIPP's agenda.
The Personnel Improvement Center is funded by the U.S. Department of Education, Office of Special Education Programs, through a cooperative agreement with NASDSE. The Center provides technical assistance (TA) and dissemination of information nationwide on effective strategies in personnel data management, personnel preparation program partnerships, and recruiting and retaining early intervention, special education and related services personnel, along with intensive state TA services to up to four states per year. The Personnel Improvement Center also works with several professional organizations and OSEP-funded projects to increase awareness of personnel need nationwide.
NCCTQ is a teacher quality content center that was developed in 2005 when the Education Commission of States, ETS, Learning Point Associates, and Vanderbilt University entered into a 5-year co-operative agreement with the U.S. Department of Education. NCCTQ works to provide information to regional comprehensive centers, the states, and other education stakeholders about teacher quality, especially in high-poverty, low performing schools. NCCTQ disseminates its information through a variety of media including print and electronics materials, online resources, seminars, and technical assistance services.
Housed at Vanderbilt University, the IRIS Center for Training Enhancements is an OSEP-funded project aimed at providing quality materials for college and university faculty as well as others interested in implementing professional development for SWDs. IRIS resources are designed to help faculty members train upcoming school personnel as well as those who implement in-service professional development. Examples of resources are online modules and scenarios.
CTQ was initiated in 2002 when the Council of Chief State School Officers (CCSSO), through its Interstate New Teacher Assessment and Support Consortium (INTASC) was awarded $5 million in funding from the Office of Special Education Programs (OSEP). The purpose of CTQ is to assist states as they work to improve the preparation, licensing, and professional development of SETs and general education teachers who work with SWDs. CTQ offers knowledge about providing technical assistance to states, developing learning communities both within and across states, hosting forums for information dissemination, and conducting case studies of states and their change processes.
NASDSE provides services to improve the educational outcomes for SWDs. NASDSE has successfully led several federal initiatives including the Center for Teacher Quality (CTQ) and IDEA Partnership. NASDSE offers technical assistance to states and a dissemination network via state directors of special education.
ACCTE is a national organization of approximately 800 institutions that collectively prepare more than two-thirds of all beginning teachers. Chief among AACTE's goals is to forge partnerships between member organizations with the hope of facilitating advocacy, preparation, and professional development of teacher candidates. Each year AACTE convenes an annual convention with over 2800 attendees. It also provides technical assistance through workshops, seminars and on-line conferences and currently runs the Professional Education Data System (PEDS), which collects and stores program information on membership institutions.
NTC focuses on teacher and administrator induction. Building upon the Santa Cruz New Teacher Project, NTC induction programs are designed to help beginning teachers become skilled professionals. Working with veteran and novice teachers, researchers, and policy makers, NTC strives to develop effective induction models.
NERRC is funded by OSEP to provide special education technical assistance to eight northeastern states. NERRC works with the SEA Directors of Special Education to identify and address state problems related to the delivery of quality special education services. In addition to technical assistance, NERRC initiated the state's stakeholder process to align its beginning teacher standards with INTASC Model Standards for general and SETS of SWDs.
The Council for Exceptional Children (CEC) is the largest international professional organization dedicated to improving the educational success of individuals with disabilities and/or gifts and talents. CEC advocates for appropriate governmental policies, sets professional standards, provides professional development, advocates for individuals with exceptionalities, and helps professionals obtain conditions and resources necessary for effective professional practice. Our mission is to improve the quality of life for individuals with exceptionalities and their families through professional excellence and advocacy.
PACER is a Minnesota nonprofit, tax-exempt organization that provides information, training, and assistance to parents of children and young adults with all disabilities; physical, learning, cognitive, emotional, and health. Its mission is to improve and expand opportunities that enhance the quality of life for children and youth with disabilities and their families. Eighteen Minnesota disability organizations are part of the PACER coalition. When PACER was established in 1977, it began with one project: Parents Helping Parents. Then as now, PACER was staffed primarily by parents of children with disabilities dedicated to educating other parents and improving the lives of children with disabilities throughout Minnesota. Whether addressing the issues of early childhood or assisting youth in making the transition from high school to work, parents on PACER's staff share their experiences and their knowledge with others so that all Minnesota's children with disabilities may have a better future.