Browse All Tools

Initiation Stage

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

Rec 1 | Data Visualization Maps

 
 

Chicago Public Schools (CPS)

These data visualizations highlight trends in student teacher placement across Chicago. CPS and its partner programs created these maps to help drive strategic changes to the student teacher placement process. Note: Data on student teacher placements represents verified data for 746 student teachers of approximately 1000 student teachers in the cohort.

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Rec 1 | Nevada Teacher Pipeline Op-Ed

 
 

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.

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Rec 1 | Annual Workforce Report

 
 

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.

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Rec 2 | Primary Partnership Agreement

 
 

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.

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Rec 2 | Vision of Excellent Practitioner Teaching

 
 

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.

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Rec 2 | Vision of Excellent Co-Teaching

 
 

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.

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Rec 2 | Setting the Vision Protocol

 
 

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.

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Rec 2 | College of Education Goals Presentation

 
 

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.

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Rec 2 | Partnership Compact

 
 

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.

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Rec 2 | MOU

 
 

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.

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Rec 2 | Partnership Agreement

 
 

Clark University and University Park Campus School (UPCS)

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.

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Rec 2 | MOU

 
 

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.

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Rec 2 | MOU

 
 

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.

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Rec 2 | Alder Co-Teaching Framework

 
 

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.

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Rec 2 | August Gradual Release Example

 
 

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.

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Rec 2 | Fresno Teacher Residency Expectations & Timelines

 
 

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.

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Rec 3 | Clinical Practice Observation Form

 
 

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.

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Rec 3 | Adopted Math Classroom Observation Protocol for Practices

 
 

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.

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Rec 3 | Modified Danielson Framework Rubric

 
 

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.

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Rec 4 | Data Sharing MOU

 
 

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.

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Rec 4 | Sample Teacher Preparation Program Report

 
 

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.

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Implementation Stage

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

Rec 5 | Clinical Preparation Teacher Leader Job Description

 
 

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.

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Rec 5 | Supervising Practitioner Selection Criteria

 
 

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.

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Rec 5 | Clinical Teaching Program Handbook

 
 

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.

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Rec 5 | Mentor Teacher Recruitment Flyer

 
 

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.

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Rec 5 | Mentor Teacher Application

 
 

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.

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Rec 5 | Mentor Teacher Training Exercise

 
 

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.

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Rec 5 | Believe and Prepare Newsletter

 
 

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.

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Rec 5 | Cooperating Teachers Survey

 
 

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.

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Rec 5 | Richland Parish Undergraduate Residency Guide

 
 

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.

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Rec 5 | Clinical Teacher Academy, Standards and Selection

 
 

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.

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Rec 5 | Mentor Teacher Recruitment and Training Guidance

 
 

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.

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Rec 5 | Playbook for Early Career Teacher Success

 
 

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.

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Rec 5 | Teaching Academies Overview

 
 

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.

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Rec 5 | Preservice Mentor Syllabus

 
 

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.

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Rec 5 | Academy Guide to Large Elementary Schools

 
 

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.

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Rec 6 | STEP UP Practicum Syllabus

 
 

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.

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Rec 6 | TPI-US Framework

 
 

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.

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Rec 6 | Curriculum Team Guidelines

 
 

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.

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Rec 7 | Step Up Coordinator Description

 
 

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.

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Rec 7 | Manager Clinical Experiences Job Description

 
 

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.

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Rec 7 | Advisory Committee Agenda: March 2017

 
 

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.

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Rec 7 | Advisory Committee Agenda: September 2017

 
 

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.

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Rec 7 | Partnership Curriculum Meeting Agenda 2.1.18

 
 

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.

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Rec 7 | Governance Meeting Protocol

 
 

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.

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Rec 7 | Site Coordinator Job Description

 
 

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.

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Rec 7 | Sample Video of a Governance Meeting

 
 

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.

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Rec 7 | Site Coordinator Coach Job Description

 
 

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.

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Rec 8 | Learning Walk Schedule

 
 

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.

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Rec 8 | Teacher Rounds Tools Overview Presentation

 
 

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.

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Continuous Improvement Stage

Recommendation 9 (Rec 9): Step Back to Discuss Progress
Recommendation 10 (Rec 10): Ensure District Needs Drive Change

Rec 9 | Partnership Advisory Council Agenda 9.2.17

 
 

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.

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Rec 9 | SWOT Analysis

 
 

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.

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Rec 9 | Building Blocks Diagnostic Tool

 
 

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.

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Rec 10 | Recruiter/Advisor Job Description

 
 

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.

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Rec 10 | Improving Teacher Preparation Policy and Programs

 
 

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.

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Rec 10 | Educator Workforce Report

 
 

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.

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State | Annual Report Card (TN)

 
 

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.

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State | Partnership Toolkit (MA)

 
 

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.

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State | Believe and Prepare Toolkit (LA)

 
 

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.

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State | Partnership Agreement Tools (TN)

 
 

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.

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