This paper describes five levers CSU campus-district partnerships used to make clinically oriented reforms to teacher preparation as part of the New Generation of Educators Initiative (NGEI): 1) identifying prioritized skills; 2) selecting or creating a rubric to assess candidate proficiency with prioritized skills; 3) integrating and expanding opportunities to practice prioritized skills; 4) reconceptualizing clinical roles, selection, and support; and, 5) defining and implementing processes to provide feedback on prioritized skills. This paper is one of a four-part series sharing lessons learned from NGEI, a multiyear effort to improve teacher preparation at 11 California State Universities teacher preparation programs (TPPs) in partnership with local public-school districts.
Sara Rutherford-Quach
SRI Author
Building Strong Partnerships to Improve Clinically Oriented Teacher Preparation
This paper describes four levers university teacher preparation programs (TPPs) and districts participating in the New Generation of Educators Initiative (NGEI) used to create strong partnerships: 1) creating and operationalizing a shared vision; 2) identifying key roles; 3) ensuring space and time to collaborate; and, 4) sharing data to identify needs and monitor progress. This paper is one of a four-part series sharing lessons learned from NGEI, a multiyear effort to improve teacher preparation at 11 California State University TPPs in partnership with local public-school districts.
