Recommendation 1 (Rec 1): Understand the Talent Pipeline
Recommendation 2 (Rec 2): Set Vision and Goals
Recommendation 3 (Rec 3): Align on Key Expectations
Recommendation 4 (Rec 4): Share and Look at Data
University of Nevada, Reno (UNR)
This editorial describes the long- and short- term changes the College of Education at the University of Nevada, Reno made in response to a state-wide teacher shortage. The university used this editorial to highlight the ways in which it is actively responding to state and district partner needs.
This editorial describes the long- and short- term changes the College of Education at the University of Nevada, Reno made in response to a state-wide teacher shortage. The university used this editorial to highlight the ways in which it is actively responding to state and district partner needs.
Louisiana Department of Education
This workforce report provides data on teacher certification status, school effectiveness and recruitment and hiring for the Southwest region of Louisiana. The Louisiana Department of Education created this report to help district and teacher preparation partners respond to shortage areas in the teacher pipeline.
Austin Peay State University (APSU) and Clarksville-Montgomery County School System (CMCSS)
This primary partnership agreement, built from a state-developed template, outlines joint recruitment, selection and retention strategies and goals, expectations for candidate preparation and the design of clinical experiences. APSU and CMCSS created this agreement to build a more collaborative partnership.
Richland Parish Schools and TNTP
This vision document outlines, in detail, Richland Parish’s vision for practitioner instruction over the course of the school year. Richland Parish and TNTP used this documents to ensure mentor and resident teachers understood expectations for their practice at different points in the school year.
Richland Parish Schools and TNTP
This vision document outlines, in detail, Richland Parish’s vision for co-teaching over the course of the school year. Richland Parish and TNTP used this documents to ensure mentor and resident teachers understood expectations for their practice at different points in the school year.
Massachusetts Department of Elementary and Secondary Education (MA DESE)
This vision-setting protocol provides step-by-step instructions for writing a vision statement. MA DESE shared this protocol with partners as a part of a larger state toolkit to support partnership efforts.
University of Nevada, Reno (UNR)
This presentation outlines the 16 program goals for the College of Education at the University of Nevada, Reno and the rationale for each one. The University of Nevada, Reno set these goals to better meet the needs of its partner districts.
Massachusetts Department of Elementary and Secondary Education (MA DESE)
This partnership compact lists conditions for a strong student teaching partnership. MA DESE shared this compact with partners as a part of a larger state toolkit to support partnership efforts.
University of Louisiana at Monroe (ULM) and Richland Parish Schools
This MOU between the ULM and Richland Parish Schools outlines their joint goals and collective responsibilities. ULM and Richland Parish Schools created the MOU to formalize non-negotiables and expectations for the partnership.
This partnership agreement outlines the mission and commitments of Clark University and UPCS, a school serving grades 7–12. They developed the agreement to create a strong partnership that intentionally blurs the boundaries between the school and the university.
Roosevelt University and Hoover Math & Science Academy
This MOU between Roosevelt University and Hoover Math and Science Academy outlines the characteristics of the partnership, how often the partners agreed to meet and when an evaluation of the partnership should occur. They created this MOU to set the terms of the partnership.
University of Texas Rio Grande Valley (UTRGV) and Harlingen Consolidated Independent School District (HCISD)
This MOU between UTRGV and HCISD states the responsibilities of both partners and their shared agreements. They created this MOU to set the terms of the partnership.
Alder Graduate School of Education
This framework explains the why, how, pros and cons for eight co-teaching styles that mentors can use with student teachers. Alder GSE uses this to provide co-teachers different ways to work together and for the resident teacher to learn from the mentor teacher.
Alder Graduate School of Education
This schedule provides an example monthly calendar of actions mentors and residents can take as residents gradually take on more teaching responsibilities. Alder GSE uses this tool to guide the gradual release of residents from more intense to less intensive supervision.
Fresno Unified School District
This document outlines how a mentor teacher should gradually release teaching responsibilities to the resident teacher over the first three weeks of the school year. Fresno Unified School District uses this as a recommended timeline to begin building the ability of residents to lead classroom instruction solo.
California State University, Fullerton
This clinical practice observation form is a tool to assess student teacher performance. CSU Fullerton created this observation form to align its expectations for student teachers to the state’s (CA) teaching performance expectations.
California State University, Fullerton
This is the observation form that CSU Fullerton adopted from MCOP2. CSU Fullerton uses this to measure student engagement in math classrooms.
Roosevelt University
This rubric is a tool designed to assess student teachers in the domains of planning and preparation, the classroom environment, instruction and professional responsibilities. Roosevelt University uses this rubric to assess student teachers because of its alignment to the majority of teacher evaluation tools used by Illinois school districts.
University of Nevada, Reno (UNR) and Washoe County School District
This MOU states that the district will provide teacher evaluation data to the College of Education at UNR. Washoe County School District and UNR agreed to this data sharing agreement to facilitate evaluation of the UNR teacher preparation program and create a cycle of continuous improvement.
Indianapolis Public Schools
This sample report compares demographic, evaluation and placement trends between a teacher preparation programs’ graduates and a district’s teacher population as a whole. Indianapolis Public Schools created this report to facilitate conversations with its teacher preparation partners about strengths, areas for growth and workforce needs.
Recommendation 5 (Rec 5): Jointly Select & Train Mentors and Student Teachers
Recommendation 6 (Rec 6): Ensure Coursework Matches Fieldwork
Recommendation 7 (Rec 7): Communicate and Meet
Recommendation 8 (Rec 8): Spend Time in Schools
Indianapolis Public Schools
This job description for the Clinical Preparation Teacher Leader states the purpose of the role and key responsibilities and qualifications for potential applicants. Indianapolis Public Schools co-developed this description with teacher preparation partners to select strong mentor teachers.
MA Department of Elementary and Secondary Education (MA DESE)
This set of criteria lists the characteristics teachers must embody to become strong supervising practitioners (mentor teachers). Boston University and Boston Public Schools created the document to establish a clear set of guidelines to jointly select mentor teachers.
University of Texas Rio Grande Valley (UTRGV)
This handbook explains the expectations for the clinical teacher (resident), the cooperating teacher (mentor teacher) and the field supervisor (liaison between the university and the participating schools). UTRGV created the handbook to ensure all staff involved in clinical teaching understand their roles and responsibilities for the teacher-training process.
Richland Parish Schools and TNTP
This flyer outlines mentor teacher selection criteria, job requirements and stipend amounts. Richland Parish Schools created this flyer to recruit mentor teachers.
Richland Parish Schools and TNTP
This application includes a short answer question, a screening activity and brief reflection. Richland Parish Schools created this application to vet mentor teachers.
Richland Parish Schools
This training exercise document contains two scenarios for potential mentor teachers to respond to during their interview process. Richland Parish Schools created the exercise to determine if potential mentor teachers have the skills to observe and provide feedback to teacher candidates.
Southeastern Louisiana University and Louisiana Department of Education
This newsletter details how Southeastern Louisiana University worked with five districts to give residents a voice in choosing their clinical placement while still ensuring placements meet the needs of partnering districts. Louisiana Department of Education created this newsletter to spread information about the outstanding work teacher preparation programs were doing and to share information on upcoming events.
Minneapolis Public Schools (MPS)
This survey asks cooperating (mentor) teachers whether they feel supported and what recommendations they have for the next year. MPS created this survey to improve ongoing supports they provide cooperating teachers.
Richland Parish Schools and TNTP
This handbook outlines mentor and resident responsibilities and provides guidance to mentors on how to coach adults, have difficult conversations and collect data. Richland Parish Schools and TNTP created the guide to set up-front expectations for all participants in the residency program.
Salem Keizer School District
This overview of Salem Keizer’s five-day Clinical Teacher Academy states the purpose of the academy and establishes training topics. Salem Keizer created the Clinical Teacher Academy to support efforts to prepare master teachers for their role as a mentor teacher.
Louisiana Department of Education
This document is a guide to recruiting, selecting, training and supporting mentor teachers. The Louisiana Department of Education created this guidance to outline the steps a district or teacher preparation program should take when recruiting and supporting mentor teachers.
Denver Public Schools (DPS)
This playbook identifies the skills, coaching models and coaching resources required to help early career teachers grow. DPS created the playbook to provide coaches with resources they need to support new teachers and define the criteria they need to meet to be ready on day one to support pre-service candidates.
Denver Public Schools (DPS)
This document explains that the purpose of the DPS Teaching Academies is to create a higher quality pool of teacher candidates and provide current teachers with leadership opportunities. DPS created this document to provide teacher candidates and prospective teachers with an overview of the pilot program.
Denver Public Schools (DPS)
This syllabus provides the vision, objectives and session outlines for mentor teacher training throughout the school year. DPS created the document to map the support it plans to provide mentor teachers as they work with pre-service teachers.
Denver Public Schools (DPS)
This guide illustrates the staffing model for a large single-school teaching academy. DPS created the guide to help school leaders at Teaching Academies build new teacher training programs that improve student learning and are cost-effective.
University of Texas Rio Grande Valley (UTRGV)
This clinical practicum syllabus establishes the learning outcomes, course objectives, policies and evaluation requirement for resident teachers. The University of Texas Rio Grande Valley and its partner district created the document as it re-designed coursework and aligned the clinical experience with district needs.
Teacher Preparation Inspectorate US
This teacher preparation inspection framework assesses teacher preparation program quality and provides a common language to describe instructional quality. Lincoln Parish uses this in governance meetings with partners to set common expectations about how the parties should distinguish high quality instruction from instruction that is of lesser quality.
Clark University
These guidelines explain the purpose and expectations for the Clark University and Worcester Public Schools curriculum teams. The partners created these curriculum teams to define what strong learning looks like, discuss problems of practice and evaluate student work.
University of Texas Rio Grande Valley (UTRGV)
This job description outlines the vision and responsibilities for the STEP UP Coordinator position, established to drive a strong clinical experience for participating student teachers. UTRGV created the coordinator position to facilitate its partnership with the Harlingen Consolidated Independent School District.
Denver Public Schools (DPS)
This job description lists the required experience, qualifications and responsibilities for the Manager of Clinical Experiences. DPS created this position to cultivate partnerships with Denver’s teacher preparation programs, place teacher candidates in the right schools and match teacher candidates with mentor teachers.
University of Texas Rio Grande Valley (UTRGV)
This agenda demonstrates how the University of Texas Rio Grande Valley provided updates to and facilitated conversation about the clinical experiences of candidates among university, district and community representatives. UTRGV instituted this and other meetings to increase communication between district and university stakeholders.
University of Texas Rio Grande Valley (UTRGV)
This agenda demonstrates how the University of Texas Rio Grande Valley provided updates to and facilitated conversation about the clinical experiences of candidates among university, district and community representatives. UTRGV instituted this and other meetings to increase communication between district and university stakeholders.
Fresno Unified School District & CSU Fresno
This meeting agenda lists the members present and topics discussed during FUSD/CSUF partnership meetings. Partners used these meetings to engage in conversations about recruitment strategies, curriculum partnerships and student teacher evaluation.
US PREP
This governance meeting protocol describes the purpose of governance meetings, who should attend, how frequently members should meet and topics they should cover. US PREP created the protocol to help district and university partnerships develop deep professional relationships focused on improvement.
US PREP
This job description states the qualifications, goals and duties of the Site Coordinator, a critical role US PREP partner universities leverage to drive district partnership. US PREP created the job description to help its partner universities recruit for this role.
US PREP
This is a sample video of a governance meeting between a university and its partner district. US PREP created this exemplar to help its partner universities plan and execute their own governance meetings.
US PREP
The job description states the qualifications, goals and duties of the Site Coordinator Coach, a critical role US PREP leverages to mentor and coach 8–10 site coordinators. US PREP’s partner universities created the Site Coordinator Coach position to strengthen their coordination at the site level.
Richland Parish Schools and TNTP
This schedule details the dates, times and locations of TNTP’s learning walks with Richland Parish Schools. TNTP and Richland Parish Schools conduct learning walks to observe and debrief the classroom instruction of pre-service teachers participating in the district’s residency program and to consider changes to improve it.
Richland Parish Schools and TNTP
This tool provides participants in “teaching rounds” or “learning walks” with an explanation of what they will look for in math and literacy classrooms. Richland Parish Schools and TNTP created the tool to set expectations for classroom observations.
Recommendation 9 (Rec 9): Step Back to Discuss Progress
Recommendation 10 (Rec 10): Ensure District Needs Drive Change
Austin Peay State University (APSU)
This agenda outlines discussion items for the first of many Advisory Council quarterly meetings. It includes a strengths, weaknesses, opportunities and threats (SWOT) discussion that the partners undertook.
Austin Peay State University (APSU)
This SWOT analysis lists the strengths, weaknesses, opportunities and threats for both the university and its partner districts. Austin Peay State University used this SWOT analysis to identify topics for future advisory council meetings.
Deans for Impact
This diagnostic tool outlines what it takes for preparation programs to produce teachers who “are good on day one and on path to be great over time.” Deans for Impact created the tool to help preparation programs determine where they are on a scale of implementation for four key elements of teacher preparation: modeling, practice, feedback, and alignment.
University of Tennessee at Chattanooga
This job description for the Recruiter/Advisor at the UT Chattanooga School of Education established the qualifications and job requirements for the position. UTC created this position both to increase the diversity of its pre-service teachers and produce more candidates eligible for high-needs endorsements.
Office of the Illinois Governor & National Governors Association
This report outlines the state’s vision of teacher preparation and provides recommendations around recruitment, training, partnerships and pathways. Illinois developed this report to share a vision for teacher preparation programs and policy statewide.
Louisiana Department of Education
This annual workforce report provides data on teacher certification status, teacher effectiveness and recruitment and retention for the state of Louisiana. Louisiana created this report to inform strategic conversations between district and teacher preparation programs.
Tennessee Department of Education
This annual teacher preparation report card includes synthesized data about Tennessee teacher preparation programs, including candidate profiles, employment, satisfaction and impact. Tennessee used this report card to build accountability across their teacher preparation programs.
Massachusetts Department of Elementary and Secondary Education (MA DESE)
This toolkit details the steps to building effective student teaching partnerships and includes sample documents such as a partner compact, a district pipeline report and a data-sharing agreement. Massachusetts disseminated these tools to support teacher preparation program partnerships.
Louisiana Department of Education
This toolkit provides best practices and tools for teacher mentoring, residency and competency-based coursework. Louisiana developed this toolkit as a guide for teacher preparation programs seeking to develop more effective partnerships.
Tennessee Department of Education
This website provides Tennessee teacher preparation programs and districts with partnership tools such as an primary partnership agreement and an agreement planning template. Tennessee provided these tools to preparation programs to create a more formalized structure around partnerships.
