This paper describes how three principles of improvement science guided reforms at teacher preparation programs (TPPs) participating in the New Generation of Educators Initiative (NGEI): 1) all improvement begins with dissatisfaction with the status quo; 2) every system is perfectly designed to get the results it gets; and 3) all improvement requires change, but not every change is an improvement. NGEI was a multiyear effort to improve teacher preparation at 11 California State Universities TPPs in partnership with local public-school districts.
Teaching quality publications
This report summarizes the progress made by the schools that participated in the Pathway Schools Initiative through the 2017–18 school year on a fundamental set of outcome indicators: continuity in the PreK–3 enrollment pipeline, literacy instructional practices, teaching quality, effective school leadership, and student reading achievement.
Evaluation of education connections: Supporting teachers with standards-based instruction for English learners in mainstream classrooms
The Center for Applied Linguistics developed an online site, Education Connections, to train and support teachers in integrating English language proficiency standards with content standards to deliver lessons that are both content rich and accessible to English learners. This report provides results from the implementation and impact studies.
UC Irvine Writing Project’s pathway to academic success program: An Investing in Innovation (i3) validation grant evaluation
This technical report provides impact and implementation fidelity results from SRI’s Evaluation of the Pathway to Academic Success Project –i3 Validation Grant. The Pathway Project is a teacher professional development program designed to enhance classroom literacy.
A comprehensive model of teacher induction: Implementation and impact on teachers and students evaluation of the New Teacher Center’s i3 validation grant, final report
SRI Education’s evaluation of the New Teacher Center’s (NTC’s) Investing in Innovation (i3) Validation grant examined the impact of the NTC induction model on teacher practice and student achievement. To account for different local contexts and needs, the study used randomized controlled trials (RCTs) in two districts—Broward County Public Schools and Chicago Public Schools—and a quasi-experimental design in Grant Wood Area Education Agency, a consortium of districts in Iowa. In the RCT districts, the study found positive impacts of the induction model on student achievement in English language arts and mathematics. The study found no statistically significant differences between NTC-supported teachers and comparison teachers on teacher practice measures or on teacher retention into their third year of teaching.
However, the high implementation fidelity levels and contrasts in induction experiences between treatment and comparison teachers indicate that the NTC induction model can be implemented well in a range of district contexts.
Implementing Classroom Observation Rubrics: How are NGEI Sites Identifying and Using Classroom Observation Rubrics to Prepare Effective Teachers?
This short paper highlights how select California State University (CSU) campuses participating in the Bechtel-funded New Generation of Educators Initiative (NGEI) identify and use rubrics to prepare effective teachers and supporting ongoing improvement of preparation programs.
Examining Classroom Observation Rubric Data: Issues Emerging from Classroom Observation Rubric Data Submitted in August 2017
This short paper reviews classroom observation rubric data submitted by California State University (CSU) campuses participating in the Bechtel-funded New Generation of Educators Initiative (NGEI); it highlighs patterns and issues that can inform future collection and use of rubric data.
SRI Education’s evaluation of the New Teacher Center’s (NTC’s) Investing in Innovation (i3) Validation grant revealed positive impacts of NTC’s induction model on student achievement in mathematics and English language arts. Using randomized controlled trials in two districts€”Broward County Public Schools and Chicago Public Schools€”SRI Education examined the impact of the NTC induction model on teacher practice and student achievement. In addition to the positive student outcomes, the study found that NTC-supported teachers scored similarly on teacher practice measures and had similar rates of retention into their third year of teaching as teachers receiving typical district supports.
To support its Pathway Schools Initiative, The McKnight Foundation has engaged initiative leaders in a developmental evaluation led by SRI International and Child Trends. A developmental evaluation is a collaborative effort that begins with identification of high-priority questions of practical interest and then supports continuous improvement through data gathering and provision of rapid, relevant feedback to the initiative leaders who develop action plans based on the implications of the findings.
Examining Teacher Preparation Program Feedback from CSU Systemwide Survey Data: Using the CTQ Completer Survey to Support Data-Driven Continuous Improvement
This report provides background on the Center for Teaching Quality (CTQ) Completer Survey, describing how California State University (CSU) grantees of the New Generation of Educators (NGEI) initiative can use data from the Survey strategically to support certain data-driven program reform efforts.
Review of Research on Clinical Practice in Teacher Preparation: What Do We Know and How Can We Advance Knowledge?
Many novice teachers lack the knowledge and skills to teach to new, challenging standards such as the Common Core State Standards and Next Generation Science Standards. This literature review synthesizes research-based knowledge about effective preparation, with a specific focus on clinical practice. We share what research points to in terms of high-quality clinical preparation and recommend a more productive path for future teacher preparation research.
To support its Pathway Schools Initiative, The McKnight Foundation has engaged initiative leaders in a developmental evaluation (DE) led by SRI International and Child Trends. A collaborative effort, DE begins with identification of high-priority questions of practical interest. It supports continuous improvement through data gathering and provision of rapid, relevant feedback to the initiative leaders who develop action plans based on the implications of the findings.
How Clinical Coaches Support Candidate Development: Examining the Role of Clinical Coaches at CSU Fullerton to Improve Teacher Preparation
This report summarizes the initial work of California State University (CSU) grantees participating in the New Generation of Educators Initiative (NGEI). The report summarizes the five areas emphasized by the Bechtel Foundation for teacher education reform occurring as part of the program.
Approaches to Improving Clinical Practice: Describing How NGEI Sites are Reforming Clinical Placement Experiences and Candidate Feedback Systems
As part of the Bechtel-funded New Generation of Educators Initiative (NGEI), California State University (CSU) grantees are reforming the clinical experience in their teacher preparation programs. This report describes selected grantees’ approaches to improving clinical practice.
Substantial funds are expended on professional development to facilitate teachers’ learning throughout their careers. Research shows, however, that the funds are not always used strategically and thus are not often effective in improving instruction and student outcomes. This paper acknowledges the issue of nonstrategic use of professional development resources and describes lessons from research on how professional development could be better designed to achieve desired impacts on instruction and student learning.
CEP contact: Alix Gallagher