Teacher Education Redesign Initiative (TERI)

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Teacher Education Redesign Initiative(TERI)
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Executive Summary

• Core of Redesign

• P-12 Student Learning

• Partnerships
• Adaptive Expertise
• Performance driven curriculum
• Research agenda

• Professional development schools in partnership
  districts that improve student performance
  through research-based teaching
• Teachers with expert knowledge base and ability
  to differentiate instruction for students needs
• Focus on both what we teach (content) and who we
  teach (ELLs, special education, culturally
  diverse communities)
• Questions centered on effectiveness of our
  program in preparing teachers who make a
  difference for students

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Questions asked at 5 potential partner district
meetings

• Ideas generated by partners
• Professional development in content area
  instruction
• Engaging our P-12 students in UMN campus learning
  activities
• Preparation for cooperating teachers and mentors
• Developing stronger assessment practices in
  instruction
• Preparing teachers who can meet the diverse
  learning needs of students
• Developing professional learning communities in
  schools

• What can we do together that will better support
  the learning of P-12 students?
• What do you see as benefits of a partnership with
  UMN for your community, students, and
  professional staff?

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Advisory Board Institutional Boundaries
September 21, 2009 October 13, 2009

• University and the CEHD
• Recruitment from undergraduate population
• Roles for the expertise of the entire University
• Team-teaching or co-teaching
• Tenure and promotion practices
• Schools, EdMN, and the CEHD
• Role for the EdMN in this work as we move toward
  placement of our candidates, induction into the
  profession, and more roles for teachers as
  teacher educators / teacher leaders

• CEHD, University, and Schools
• Benefits to the schools and districts who
  partners with the U
• Boundary-spanning jobs for University faculty and
  for teachers

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Timeline

• June 2009 May 2010 Design

• June 2010 May 2011 Implementation

• Establish governance structure
• Establish partnerships with 5 districts
• Engage task groups in curriculum and assessment
  development
• Three planning retreats
• Research symposia
• Professional development in partner districts
• Address institutional factors
• Create streamlined curriculum approval procedures
  within CEHD and University

• New recruitment strategies and admissions
  criteria go into effect
• Initiate elements of the teacher education
  redesign performance assessments, new courses
• 5 PDS sites begin work with newly admitted
  candidates
• Baseline data for research projects

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Task groups Charges

1. Recruitment Admissions
2. Curriculum Assessment
3. Induction
4. Partnership Development
5. Research
6. UMN Faculty Development

• Chairs invited and confirmed
• Specific tasks identified
• Timelines for deliverables set
• Launch Nov. 2
• January 13-15, 2010 Retreat
• June 2010 planning time

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2020 Vision

• The achievement gap will be eliminated in
  Minnesota.
• Students in Minnesota schools will be
  academically, socially, and emotionally supported
  by their teachers and other educational
  professionals in their schools.
• Our program completers will enter their first
  year of working in schools fully prepared and
  able to support student learning from their first
  day on the job.
• All teachers in Minnesota will have access to a
  high-quality induction system.
• Our program completers will see themselves as the
  stewards of the teaching profession and be taking
  on responsibilities for the preparation and
  support of beginning teachers.
• Schools will be places of learning for all those
  who cross their thresholds.
• The state of Minnesota will have a coherent set
  of policies related to the preparation,
  induction, and ongoing professional development
  of teachers.

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Potential Cross-Institutional Collaborations

• Teacher Support Partnership Induction
• Teacher Performance Assessment
• Minnesota Teacher Education Research Consortium
• Cooperating teacher preparation