KTE 1
Forming deep partnerships between campuses and districts
- Diversity Tool KitThis link will take you to an external website in a new tab.
- Building Strong Partnerships to Improve Clinically Oriented Teacher PreparationThis link will take you to an external website in a new tab.
- Report: Building strong partnerships to improve clinically oriented teacher preparationThis link will open a PDF file from an external website in a new tab. Describes how participating CSU campuses and their partner school districts strengthened their relationships and developed strategic partnerships to establish the necessary foundations for high-quality, clinically oriented programming.includes multiple specific examples from CSU teacher preparation programs. (Source: WestEd)
- Report excerpt (CSU example): New Generation of Educators Initiative:Transforming teacher preparationThis link will open a PDF file from an external website in a new tab. (see Chapter 2 pages 22 - 27) In Chapter 2, “Building University and School District Partnerships,” authors from CSU Stanislaus reflect on their experiences as they built broad and deep partnerships in their local communities and beyond, all focused on preparing effective educators who would have an impact on the diverse California student population.(Source: CSU)
- Report: Going Further Together: Building Ownership and Engagement to Support High-Quality Teacher PreparationThis link will take you to an external website in a new tab. Examples from teacher preparation across the country to build ownership and engagement within and across institutions in teacher preparation. (Source: WestEd and Prepared to Teach at Bank Street)
- Report excerpt (CSU example): The Power of Partnership In Teacher PreparationThis link will open a PDF file from an external website in a new tab. Example of Kern Urban Teacher Residency partnership that highlights the key components of its partnership. (Source: CSU)
KTE 2
Collaboratively defining prioritized skills
- Diversity Tool Kit
- Strengthening the Clinical Orientation of Teacher Preparation ProgramsThis link will take you to an external website in a new tab.
KTE 3
Preparing through practice in school sites
- Diversity Tool Kit
- Improvement Science in Teacher Preparation at California State UniversityThis link will take you to an external website in a new tab.
- Report: Teaching Works High Leverage Practices. A core set of fundamental teaching capabilities that Teaching Works calls "high-leverage practices." According to Teaching Works: “High-leverage practices are the basic fundamentals of teaching. These practices are used constantly and are critical to helping students learn important content. The high-leverage practices are also central to supporting students’ social and emotional development. These high-leverage practices are used across subject areas, grade levels, and contexts. They are ‘high-leverage’ not only because they matter to student learning but because they are basic for advancing skill in teaching.”
- Examples of CSU prioritized skills: Strengthening the Clinical Orientation of Teacher Preparation ProgramsThis link will take you to an external website in a new tab. [see page 6] CSU Stanislaus’s prioritized skills are listed and described. Identifies key levers to put high-quality clinical experience—that is, the opportunity to practice the work of teaching in classrooms—at the center of teacher preparation. (Source: WestEd)
- CSU classroom observation rubrics: Observational rubrics adopted by CSU campuses through NGEIThis link will take you to an external website in a new tab. At most NGEI campuses, the rubric components became the common language that stakeholders used to discuss what was important for candidates to learn, and provided a focus for mentor teacher and supervisor training. (Source: CSU)
- Description of Clinical Coach roles: How Clinical Coaches Support Candidate Development This link will open a PDF file from an external website in a new tab.The clinical coach position developed at one NGEI campus is a position that replaces, or in some cases works with, traditional university supervisors. This brief provides information about the clinical coach role at CSU Fullerton. (Source: WestEd)
- Scope and sequence for introduction of prioritized skills: Developing Systems for High-Quality Feedback to Teacher CandidatesThis link will open a PDF file from an external website in a new tab. [see page 19 - 22] An example of a scope and sequence for introduction of prioritized skills from CSU Bakersfield. (Source: WestEd)
KTE 4
Creating a culture of feedback for teacher candidates
- Diversity Tool Kit
- Classroom Observation RubricsThis link will take you to an external website in a new tab.
- Strengthening the Clinical Orientation of Teacher Preparation ProgramsThis link will take you to an external website in a new tab.
- Developing Systems for High-Quality Feedback to Teacher CandidatesThis link will take you to an external website in a new tab.
- Report: Developing Systems for High-Quality Feedback to Teacher CandidatesThis link will open a PDF file from an external website in a new tab. [see especially pages 3 - 6] This paper shares information and lessons learned from sites that are attempting to transform their teacher preparation systems toward practice-based approaches that feature high-quality feedback for teacher candidates and specifically discuss the role of prioritized skills in supporting candidate feedback systems. (Source: WestEd)
- Scope and sequence for introduction of prioritized skills: Developing Systems for High-Quality Feedback to Teacher CandidatesThis link will open a PDF file from an external website in a new tab. This paper shares lessons learned from several California State University campuses that are attempting to transform their teacher preparation systems toward practice-based approaches that feature high-quality feedback for teacher candidates. The paper offers an analysis of the ways in which the partnerships between these campuses and local school districts are establishing systems to support delivery of high-quality feedback. (Source: WestEd)
- CalPoly SLO’s discussion of their approach to strengthening feedback to candidates: Link to recordingThis link will take you to an external website in a new tab., relevant section starts at around 42 minutes. Video in which a team from CalPoly SLO talks about their work to strengthen their feedback to candidates—including how they engaged supervisors to do that work. (Source: CSU)
- Report: Strengthening the Clinical Orientation of Teacher Preparation ProgramsThis link will take you to an external website in a new tab. Findings in this report explore the following high-leverage strategies to strengthen the clinical orientation of teacher preparation programs (Source: WestEd):
- Lever 1: Identify prioritized skills
- Lever 2: Select or create a rubric to assess candidate proficiency with prioritized skills
KTE 5
Using data
- Strengthening the Data Use and Continuous Improvement Capacity of Teacher Preparation ProgramsThis link will take you to an external website in a new tab.
- Course Evaluation Rubric: ARCSI- Course Evaluation InstrumentThis link will take you to an external website in a new tab. This rubric focuses on antiracist, culturally sustaining, and inclusive teaching objectives as a means of self-assessment of EPP course content, materials and pedagogical approaches. (Source: Soodjinda, D. (2022, August) Cal State Stanislaus)
- CSU classroom observation rubrics: Observational rubrics adopted by CSU campuses through NGEIThis link will take you to an external website in a new tab. At most NGEI campuses, the rubric components became the common language that stakeholders used to discuss what was important for candidates to learn, and provided a focus for mentor teacher and supervisor training. Several of the rubrics cross-walk to TPEs and include references to culturally appropriate pedagogy. (Source: CSU)