Jan 01, 2017

WestEd;

The New Generation of Educators Initiative (NGEI), funded by the S.D. Bechtel, Jr. Foundation, seeks to strengthen the current teacher preparation system in California so that new teachers enter the workforce prepared to implement Common Core State Standards (CCSS) and the Next Generation Science Standards (NGSS). The Foundation has developed a theory of action to guide reform that focuses on five Key Transformation Elements: partnership, prioritized skills, practice-based clinical preparation, formative feedback on prioritized skills, and data-driven continuous improvement.WestEd and SRI International are conducting a formative evaluation to track NGEI implementation and outcomes at the CSU campuses that received comprehensive grants in Phase 1. Based on site visits in spring 2016, we produced an Evaluation Cycle Memo on NGEI Phase I comprehensive grantees' clinical practice reforms. Drawing on that Evaluation Cycle Memo, this "NGEI Innovation Highlight" features one reform element at CSU Fullerton -- the introduction of clinical coaches -- that stood out for its high regard among informants during our spring 2016 data collection.While the development of the clinical coach role and related improvements to the performance feedback cycle are new and some specifics are being refined, in this NGEI Innovation Highlight we share information about the nature and reception of these reforms, as well as related resources for those interested in adopting similar reforms. Specifically, we describe the role of the clinical coach, how clinical coaches established relationships with candidates and cooperating teachers, and the new approaches to giving feedback to candidates afforded by this role.

Jan 01, 2017

WestEd;

The New Generation of Educators Initiative (NGEI), funded by the S.D. Bechtel, Jr. Foundation, seeks to strengthen the current teacher preparation system in California so that new teachers enter the workforce prepared to implement Common Core State Standards (CCSS) and the Next Generation Science Standards (NGSS). The Foundation has developed a theory of action to guide reform that focuses on five Key Transformation Elements: partnership, prioritized skills, practice-based clinical preparation, formative feedback on prioritized skills, and data-driven continuous improvement.WestEd and SRI International are conducting a formative evaluation to track NGEI implementation and outcomes at the 11 NGEI grantees (i.e., TPPs and their district partners) that received comprehensive grants in Phase 2. One of the core NGEI requirements is that each partnership (campus and district) identify prioritized skills and a classroom observation rubric to measure candidate progress towards those skills. This is because high-quality rubrics can play a central role in preparing effective teachers and supporting ongoing improvement of preparation programsAs the theory of action shows, classroom observation rubrics (hereafter "rubrics") can operate at the center of individual and organizational learning.In addition to generating valuable data, rubrics can play a more foundational role in NGEI partnerships. When campus-district partners collaboratively select or develop rubrics, the rubrics articulate a consensus view of effective teaching. Rubrics are then a powerful tool for communicating that vision of effective teaching to a range of stakeholders -- professors, district administrators, university supervisors, cooperating teachers, and candidates. When used consistently they can break down gaps candidates might otherwise perceive between the theory taught in courses and the practice learned in clinical settings; they can also smooth the transition from preservice preparation into induction. The range of powerful uses for rubrics, however, adds to the complexity of selecting and using them. This Innovation Highlight is devoted to surfacing some of those complexities and then sharing some of the ways NGEI partnerships started working with rubrics during the 2016-17 school year.

Nov 01, 2016

WestEd;

WestEd and SRI International are conducting a formative evaluation to track New Generation of Educators Initiative (NGEI) implementation and outcomes at the campuses that received comprehensive grants in Phase 1. Periodically, we produce Evaluation Cycle Reports to synthesize current work across campuses and, at the system level, highlight best practices, and provide information on how the initiative as a whole is progressing toward the Key Transformation Elements (KTEs). The first Evaluation Cycle Report, released in December 2015, summarized initial reforms of grantees (i.e., campuses and their district partners) relative to the teacher pipeline and the KTEs. The current report describes selected continuing grantees' approaches to improving clinical practice during NGEI Phase 1 (July 2015-June 2016).