This study investigates a multiyear effort to ensure that the California State University teacher preparation programs are producing the teachers California K–12 school districts will need as they complete their transition to CCSS and NGSS standards.
The New Generation of Educators Initiative (NGEI) was a multiyear effort to ensure that the California State University (CSU) teacher preparation programs were producing the teachers California K–12 school districts needed as the state transitioned to the Common Core State Standards and Next Generation Science Standards. Launched by CSU in partnership with the S. D. Bechtel, Jr. Foundation, the initiative also aimed to build the capacity of both individual campuses and the CSU system as a whole to collect, analyze, and use data to drive programmatic decision-making.
SRI and WestEd jointly conducted an external evaluation of the initiative at eleven CSU campuses: Bakersfield, Channel Islands, Chico, Dominguez Hills, Fresno, Fullerton, Long Beach, Monterey Bay, Sacramento, Cal Poly San Luis Obispo, and Stanislaus. The goal was to investigate the teacher preparation pipelines, changes to the nature of credentialing programs, effectiveness of teachers, and campus systems for supporting ongoing improvement.
Researchers analyzed quantitative and qualitative data to examine individual campus efforts to transform teacher preparation, how well these efforts were being implemented, and to what extent they resulted in more effective teachers. In turn, the evaluation supported funded campuses in building the capacity to self-monitor their progress both during and after the study.
The evaluation summarized lessons learned for policymakers, university leaders, and educators interested in improving teacher preparation programs’ ability to graduate effective teachers of the new academic standards and to institutionalize data systems and processes to drive programmatic decision-making.
Final report series:
- The NGEI Approach to Improving Teacher Preparation in the CSU Through a System of Supports (2020)
- Strengthening the Clinical Orientation of Teacher Preparation Programs (2020)
- Building Strong Partnerships to Improve Clinically Oriented Teacher Preparation (2020)
- Strengthening the Data Use and Continuous Improvement Capacity of Teacher Preparation Programs (2020)
Briefs & innovation highlights:
- Developing Systems for High-Quality Feedback to Teacher Candidates: Lessons Learned from 11 California State University Teacher Preparation Programs (2019)
- A System of Measures to Support Improvement in Teacher Preparation (2019)
- Improvement Science in Teacher Preparation at California State University: How Teacher Preparation Partnerships are Building Capacity to Learn to Improve (2018)
- How Clinical Coaches Support Candidate Development: Examining the Role of Clinical Coaches at CSU Fullerton to Improve Teacher Preparation (2017)
- Implementing Classroom Observation Rubrics. How are NGEI Sites Identifying and Using Classroom Observation Rubrics to Prepare Effective Teachers? (2017)
- Examining Classroom Observation Rubric Data. Issues Emerging from Classroom Observation Rubric Data Submitted in August 2017 (2017)
Evaluation cycle reports:
- Examining Teacher Preparation Program Feedback from CSU Systemwide Survey Data. Using the CTQ Completer Survey to Support Data-Driven Continuous Improvement (2017)
- Approaches to Improving Clinical Practice: Describing How NGEI Sites are Reforming Clinical Placement Experiences and Candidate Feedback Systems (2016)
- Reform Focus at NGEI Partnerships: Summarizing Initial NGEI Campus-Level Work to Improve Teacher Education (2015)
Associated field of research