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I can sense the EPI mission context in the assumptions.

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I can sense the EPI mission context in the assumptions.

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Highly Resonant for AC-S. There are actions that have or will be taken that addresses the key assumptions for 1. Recognition and Reach.

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Does the "Then" only happen if all of 1,2,&3 happen?  In consolidating the short/intermediate/long -term items, can any part of this happen at any time?

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Does the "Then" only happen if all of 1,2,&3 happen?  In consolidating the short/intermediate/long -term items, can any part of this happen at any time?

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What is the shift in educator preparation that we are leading?

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This better affords the thinking of the interconnectivity

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The "then" component of the statement is resonating well for me.

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#1 and #3 currently read a little too similar and difficulty seeing differences between those two outcomes

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Not sure what the limited sustainability is referring to. What is being worked to sustain?

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Not sure what the limited sustainability is referring to. What is being worked to sustain?

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What evidence do we have that our educator preparation, workforce development and implementation are not fragmented and aligned?

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I am unsure of the wording "ineffective pathways." However, a contributing factor is the current systems of Ed prep

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"current systems" - isn't resonating well with me. In some regards it sets up an "us (EPI v/s them (ed. prep)."

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I like the statement. I would add "strong and effective educator workforce"

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I would like additional context around "limited sustainability."