A System of Measures to Support Improvement in Teacher Preparation

Abstract

This paper proposes a system of measures that campus-district partnerships can develop to guide and assess reforms in four key areas of their teacher preparation programs: 1) partnership with districts, 2) prioritized skills, 3) practice-based clinical preparation, and 4) formative feedback on prioritized skills. Our findings are based on lessons learned from improvement science work associated with NGEI, a multiyear effort to improve teacher preparation at 11 California State Universities teacher preparation programs in partnership with local public-school districts.