The Preparing a New Generation of Educators for California Initiative (NGEI) is an ambitious, multi-year effort underway across the CSU. After a successful Phase 1 funding cycle, the S. D. Bechtel, Jr. Foundation awarded 11 campuses Phase 2 funding in May 2016. The aim of the Foundation's significant investment is to support the transformation of teacher preparation programs and practices to meet the demands of California's standards in math and science. Projects are guided by the five Key Transformation Elements identified in the first phase of the initiative and include: 1) partnerships between the CSU and K-12 districts, 2) prioritized skills, knowledge, and dispositions of well prepared new teachers, 3) practice-based clinical preparation, 4) formative feedback on prioritized skills, and 5) data-driven continuous improvement.
CSU Bakersfield is partnering with the Bakersfield City School District (BCSD) to create the Kern Urban Teacher Residency (KUTR) program. Cohorts of multiple subject credential candidates are jointly selected and paired with a KUTR mentor teacher from BCSD who demonstrates exemplary teaching in CCSS-M and NGSS for a year-long, co-teaching clinical experience. Residents are prepared to integrate STEM education into TK-8 using CCSS-Math and NGSS and are encouraged to add a single subject credential in math or science. CSUB also hosts a BCSD-funded Saturday STEM Lab school on site for students to participate in hands-on NGSS and CCSS-M lessons with residents, district leaders, and CSUB faculty. CSUB and BCSD use the Danielson Framework and the Teaching Performance Expectations (TPEs) to assess prioritized skills. They have monthly reviews of resident data from CCSS-M and NGSS based signature assignments, observation data from the Danielson framework and the TPEs, and the Educator Quality Center (EdQ) completer and employer survey data annually. Quarterly, the Residency Leadership Team reviews program data including data from external evaluators, survey data from Co-Teaching and calibration work. There is a data sharing agreement and processes in place to review data between the university and district.
CSU Channel Islands has launched an initiative to develop a network of professional development partnerships in Ventura County. By cultivating reciprocal relationships between the University and community stakeholders, in which both entities actively engage in teacher preparation and supporting new teachers, the project seeks to tailor teacher preparation programs to directly address the needs of the communities we serve. The project also focuses on improving clinical experiences in the areas of differentiated instruction, Next Generation Science Standards and Common Core Math instruction.
CSU Chico and Chico Unified School District (CUSD) have partnered to create the Triad Project, an effort dedicated to preparing the next generation of science educators. Each semester, the university and district build three-person Triads, which consist of a credential candidate, a district mentor teacher, and a university science content specialist. The partnership supports Triads with professional development around the Next Generation Science Standards (NGSS) as they work collaboratively to design and teach NGSS units that align to Common Core State Standards and support the needs of all learners. As of September 2018, 53 units have been produced and are available to download at http://mysoe.net/triad. As the project scales up, candidates across credential programs at CSU Chico are implementing Triad units in their coteaching clinical placements and receiving instructional feedback with a rubric focused on teacher moves that promote student learning. Meanwhile, veteran teachers throughout the CSU Chico service area are using the Triad units and accompanying materials kits to shift their teaching toward the ambitious instructional practices required by the NGSS and CCSS.
CSU Fresno established two new residencies in Sanger and Central Unified and developed an existing residency in Fresno Unified into a sustainable professional development school and residency program. Each residency has a unique identity around a residency theme: Universal Design for Learning (Sanger), STEM (Fresno), and Trauma-Informed Practices (Central). All residencies are led by Faculty-in-Residence (FIR) and Teacher-in-Residence (TIR) teams of boundary spanning educators who facilitate day to day operations at the residency site and serve as the support team for residents. In this capacity, the TIR/FIR teams facilitate co-planning, co-teaching, lesson study, action research, and integration of coursework and clinical experiences. The Fresno State team worked with faculty to redesign credential courses to incorporate the principles of Universal Design for Learning (UDL), culturally and linguistically sustaining practices, and developmentally appropriate practices. A three-course inquiry series called “Inquiry and Puzzles of Practice” (iPOP) was added to the curriculum to guide candidates in developing an inquiry stance as a part of their reflective praxis. Faculty learning communities have been established as part of the new program infrastructure so that faculty can use a reflective inquiry approach to align curriculum (both horizontally and vertically) and inform their own praxis. Fresno State also developed a cost-free 14-item teaching observation rubric (CREATe Rubric) based on the revised TPEs and prioritized skills around Universal Design for Learning (UDL), culturally and linguistically sustaining practices, and developmentally appropriate practices. This instrument enables coaches, mentors, and peers to provide standards aligned formative feedback to candidates to facilitate their growth and development in the classroom. Fresno State is now in the planning stages with additional districts to develop new residencies and partnerships that build upon the learning that resulted from this work.
CSU Fullerton will work with Fullerton School District (FSD), Orange Unified School District, Placentia-Yorba Linda Unified School District, and Anaheim Union High School District (AUHSD) to design and refine a clinical model for teacher preparation and teacher development that includes: a) responsibilities/selection criteria to identify Master Teachers (MTs) by district partners and CSUF b) Initial and ongoing co-planning/co-teaching training provided for all Teacher Candidates (TCs), Master Teachers (MTs), and university faculty; c) shared emphasis on strategies that support K-8 student engagement in the Standards for Mathematical Practice (SMP) through the use of the Mathematics Classroom Observation Protocol for Practices (MCOPP) by methods faculty, supervisors/clinical coaches, and MTs to guide TC professional learning; d) extended fieldwork opportunities for TCs so they experience more of the flow of an academic year including the beginning of the year; e) Credential program faculty teaching at least one credential course per semester at a partner district school; f) Clinical Coaches (CCs), a recasting of the university supervisor role, implement/refine observation protocols that focus more specifically on supporting TCs with clinical practices aligned with TPEs; g) CCs lead reflective learning walks at school sites with small groups of TCs; (h) Professional Development Facilitators (PDFs) provide ongoing support for CCs/MTs/CSUF faculty; i) Course schedules aligned with the clinical residency model; j) Collaborative co-teaching experiences across departments, colleges, and partner districts with an emphasis on K-8 math and science education.
CSU Monterey Bay (CSUMB) and MPUSD are expanding their current residency model for multiple subject teacher candidates to 3 new elementary schools and 2 new middle schools to have a total of 6 elementary and 2 middle schools. Faculty, cooperating teachers, teacher candidates, and academic coaches have developed a shared understanding of a professional growth continuum based on mutually selected and developed STEM prioritized skills which are aligned to the California Standards for the Teaching Profession and the Teacher Performance Expectations. Faculty observe candidates every other week and set a goal based on the prioritized skill. Candidates receive daily feedback from their Cooperating Teacher on the prioritized skills. CSUMB also is using the framework to conduct a curriculum audit of its credential programs to ensure that the content for preservice teachers prepares them for implementation of evidence based CCSS Math and NGSS practices. The Cooperating Teachers and administrators are trained on a) effective implementation of the co-teaching model b) the newly aligned framework, c) the prioritized skills within the framework and d) coaching, mentoring, and giving appropriate feedback. To develop strong academic coaches, CSUMB is developing a Masters level course on instructional coaching for all cooperating teachers.
CSU Long Beach intends for all pre service candidate to be placed in classrooms that are part of their Clinical Practice Network, where candidates are placed with specially selected and trained demonstration and master teachers. CSULB and LBUSD have identified and clearly articulated a set of research based instructional strategies that meet the California Commission on Teacher Credential standards for teacher preparation programs and are aligned with the key instructional practices utilized in partner school districts to teach CCSS/NGSS. The partnership has created a system for acquiring and analyzing relevant data from program candidates to assess the extent to which they have met proficiency in each of the California Teaching Performance Expectation. This results of this data system are used to assess program impact on graduates and to inform program improvement efforts.
CSU Sacramento is ensuring that their candidates have robust yearlong experiences with co-teaching in their clinical placements and clear expectations and regular formative assessments cycles tied to the Prioritized Skills Profile (PSP) that delineates key skills, knowledge and habits of mind needed to be an effective NGSS and CCSS-Math educator. The PSP has been collaboratively developed by the partner district and the university. All teacher educators (instructional faculty, university supervisors, and cooperating teachers) are part of a professional learning community engaged in learning how to model and coach candidates on implementing the PSP. University coursework serves as a central context for introducing candidates to the underpinnings of the Prioritized Skills Profile (PSP) and provides opportunities in which they can analyze and reflect on their growth towards PSP outcomes. Cooperating teachers intentionally model the PSP and all teacher educators provide consistent and actionable feedback to candidates on their teaching, in general and of the PSP. A PSP-aligned rubric and candidate assessment system is used to generate regular data to inform the partnership's decisions about candidates and program components.
Cal Poly San Luis Obispo is providing opportunities for supported clinical preparation in K-8 classrooms. To support the curricular needs of the partner districts, LMUSD and SLCUSD, faculty from Cal Poly are working with a Teacher on Special Assignment (TOSA) in each district to design and implement trainings related to the Next Generation Science Standards (NGSS), and TeachingWorks high leverage practices in order to promote equity for all learners. The first strand of work focuses on the Fundamentals of Teaching by developing Clinical Preparation Coaching (CPC) cycles that give each candidate the opportunity to observe, practice, and receive feedback on each prioritized skill via the Prioritized Skills Learning Modules. The CPC cycle aligns to the Danielson Framework and the TPEs. The second strand of work focuses on the Content of Teaching and delivers yearlong professional development in on CCSS-M, NGSS and other high leverage teaching practices. Teacher candidates and cooperating teachers have opportunities to apply knowledge of the Standards through the development and implementation of Problem Based Learning (PrBL) activities (emphasizing math, science, and integrated literacy and language instruction) throughout the year. The third strand of work focuses on establishing routines for collecting, reviewing, and using data within and across School of Education credential programs in order to ensure that teachers are prepared with the prioritized skills needed to provide high quality education to all students. In the final year of this partnership work Cal Poly, SLO is expanding efforts in partner districts to support candidates hired in each district and new teachers more broadly. Cal Poly faculty in collaboration with district induction teams is establishing a New Teacher Learning Community providing support for first year teachers during the transition from credential program to district classrooms.
Scaling and Sustainability
The NGEI campuses are committed to scaling and sustaining the transformations that have been achieved during the funding period. The scale and sustainability (pdf) report describes their plans and successes.
Evaluation Cycle Report 1
With a focus on the eight sites receiving comprehensive awards in January 2015, the "Reform Focus at NGEI Partnerships" (PDF) report summarizes the initial campus-level work in terms of the teacher pipeline and selected Key Transformation Elements. It also provides a description of the evaluation team's work with the CSU Center for Teaching Quality to support improvements in data availability and quality.
Evaluation Cycle Report 2
The Approaches to Improving Clinical Practice (PDF) report focuses on the clinical reforms at NGEI Phase 1 campuses that have continued into Phase 2. This report represents a snapshot of the NGEI work as of Spring 2016 and summarizes multiple perspectives on the nature of the clinical reform towards the end of Phase 1. It is intended to meet the Foundation's needs to track the progress of the initiative overall as well as support cross-site learning and understand about the NGEI clinical reforms. Based on early data collection in Phase 2 of the formative evaluation, many of the clinical reforms begun in Phase 1 are also planned for phase 2.
Evaluation Cycle Report 3
The Educator Quality Center (formerly the Center for Teacher Quality) Completer Survey is useful for providing a longitudinal, high-level view of teacher preparation program strengths and weaknesses. The Examining Teacher Preparation Program Feedback from CSU Systemwide Survey Data (PDF) report provides background on the Completer Survey, including recent revisions, and describes how NGEI grantees can use data from the survey strategically to support certain data-driven program reform efforts.
Half the campuses in the CSU, including NGEI campuses, are implementing residency programs for teacher candidates. These programs share many features with national residency programs and also have a number of unique attributes. An overview of teacher residencies in the CSU can be found on the CSU Residencies Programs (pdf)