Reimagining Teacher Preparation Programs

Additional Resources

Centers also created several tools and resources that cut across multiple topics. Those materials are listed below.

Name	Type	Audiences*	Description
The Case Study Project NCTR		Course Instructors Teacher Prep Program Directors Policymakers	In this report, NCTR explains how three programs in its network have changed their approach to teacher preparation by a) developing strong partnerships between school districts and institutes of higher education; b) modifying the role and responsibilities of teacher educators;  and c) aligning coursework and the clinical experience.
Design for Impact: Designing a Residency Program for Long-Term Financial Sustainability NCTR		District Partners Teacher Prep Program Directors Policymakers Researchers	Residencies prepare effective teachers who are retained at significantly higher rates than other teachers.  With this fact in mind, NCTR partnered with Public Impact to identify the challenges that threaten program financial sustainability and to strategize ways to address barriers and improve sustainability.
Drivers of Teacher Preparation NCTR		Course Instructors Teacher Prep Program Directors Policymakers	The landscape report summarizes research related to the four quality objectives: building novice competency through practice; using data for continuous improvement; strengthening teacher educators; and designing programs to meet the needs of K-12 systems and the communities they serve. Note: The report references four “drivers” of teacher preparation, which are the same four objectives listed on toolkit home page.
Lab Playbook TeacherSquared		Curriculum Designers Innovation teams Researchers	This playbook includes a full set of meetings for teacher preparation staff teams to collaboratively design a resource or solution. The examples provided focus on helping novice teachers elicit and interpret student thinking. Audiences can use the materials on this topic or adapt the protocols to support design-oriented collaboration on other issues of interest.
Promising Practices Teacher Preparation Inspectorate (TPI-US)		Teacher Prep Program Director Policymakers Researchers	TPI-US uses an inspectorate model to review teacher preparation programs and provide them with feedback and strategies to improve programming and impact on student outcomes. After inspecting several teacher prep programs across the county, TPI compiled best practices related to the four domains of its inspection rubric: teacher candidate selection; content knowledge and teaching methods; clinical placement, feedback and candidate performance; and program performance management.

This icon denotes tools that can be adapted and customized to meet your specific needs and context

This icon denotes resources that cannot be customized but can provide helpful guidance and reference material

*For the purposes of these toolkits, we define audience roles as follows:

• Candidate Supervisor: An individual employed by a teacher preparation program to supervise, observe and give feedback to teacher candidates in the clinical placements.
• Mentor Teacher: A classroom teacher who hosts a teacher candidate in his/her classroom.
• Course Instructor: An individual who teaches courses to teacher candidates in a teacher preparation program.
• Teacher Educator: An umbrella term that applies to all three of the roles above.