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New Generation of Educators Initiative: Transforming teacher preparation.

April 1, 2020

The focus of the New Generation of Educators Initiative (NGEI) was to answer the question "What would it take to transform teacher education?" From 2016 to 2019, with support from the S. D. Bechtel, Jr. Foundation, teacher education programs at 10 California State University (CSU) campuses partnered with local school districts to design and demonstrate innovative practices that could transform teacher preparation. This report documents the learnings from multiple participants in this transformative work, including Foundation program staff and representatives from partnerships between universities and school districts.

Improvement Science in Teacher Preparation at California State University: How teacher preparation partnerships are building capacity to learn to improve

October 1, 2018

One of the most pressing educational problems in the United States is improving the quality of teacher preparation (Goldhaber, Liddle, & Theobald, 2013; National Academy of Sciences, National Academy of Engineering, & Institute of Medicine, 2007). Over the last decade the education sector has begun to learn from other sectors -- especially health care -- about the potential power of improvement science as an approach to improving the quality and reliability of educational systems (Bryk, Gomez, Grunow, & LeMahieu, 2015; Coburn, Penuel, & Geil, 2013; Lewis, 2015). Evidence from an effort to improve how beginning teachers are supported in three large urban districts through development and testing of feedback systems demonstrates the promise of improvement science methods for tackling persistent challenges in teaching (Hannan, Russell, Takahashi, & Park, 2015).This Innovation Highlight describes a network-based effort -- the New Generation of Educators Initiative (NGEI), funded by the S.D. Bechtel, Jr. Foundation -- that applies the principles and methods of improvement science (Langley, Moen, Nolan, Nolan, Norman, & Provost, 2009) to the challenge of improving how new teachers are prepared in the California State University System. The initiative emphasizes data-driven, continuous improvement by funding teacher preparation programs to routinely collect and analyze the data needed to monitor teacher candidates' progress toward competency in prioritized skills and to use the results of that analysis to (a) inform clinical support and teaching during the school year and (b) identify meaningful programmatic changes.The NGEI-funded teacher preparation programs also receive support from WestEd and SRI, which have developed a multipronged technical assistance strategy that is informed by improvement science. The technical assistance includes in-person trainings, cross-site webinars, monthly coaching calls with each site, annual convenings, and occasional site visits.The first section of this Innovation Highlight explains the theory of improvement science and how approaches that are informed by improvement science differ from other improvement efforts. The second section describes how NGEI has put this theory into practice through improvement science technical assistance for the NGEI grantees. Examples from the NGEI grantees are included throughout to illustrate how improvement science principles have been applied in the teacher preparation context.