Educator Preparation Program Administrator

Build Capacity of Principals and Coaches to Connect Evaluation to Professional Learning

Build the capacity of principals and coaches in high-need schools to use evaluation frameworks and results to provide actionable feedback and tailor professional learning for individual teachers. Help them leverage educator evaluation results to identify targeted, job-embedded professional development. 

Prepare School Leaders for Making Equitable Teacher Assignments

Provide preparation for school leaders on equitable assignment and school scheduling practices. 

Provide Support to Principals on Making Teacher Assignments

Provide principal professional development on school scheduling and teacher assignment. 

New Teacher Center Program Theory of Action

The New Teacher Center (NTC) is a national nonprofit organization that works with school districts and states to develop and implement induction programs. Its theory of action is based on research of effective induction programs. These programs, according to the NTC, should include a mentoring program, but also additional supports to ensure a comprehensive introduction to the district, school, or teaching profession. NTC divides components of effective mentoring programs into one of the four following categories:

Connecticut Teacher Education and Mentoring Program (TEAM)

The Connecticut Teacher Education and Mentoring (TEAM) Program provides differentiated support to beginning teachers based on their individual contexts and needs. It is a collaboration between the state department of education, institutes of higher education, and regional education service centers. The TEAM induction and mentoring program is designed to help teachers transition into the classroom, develop a common language about effective teaching, and provide professional growth opportunities for new teachers based on an action research project.

Expand and Evaluate Professional Growth Opportunities

Evaluate and consider expanding the professional development opportunities that colleges of education provide specifically to strengthen teaching in high-need schools:

Identify Local Partnerships to Enhance Inservice Supports

Enlist partner schools, as appropriate, in developing or making changes to an educator preparation program’s inservice offerings.

Identify Best Practices in Providing Inservice Support

Identify the most beneficial inservice assistance that educator preparation programs can provide for their graduates and partner schools. Assistance should:

  • Draw on the strengths of program staff and faculty.
  • Avoid duplication of support that graduates can more readily obtain from the district and other sources.
  • Leverage the program’s unique relationship with its graduates and unique program resources. 

Collect Data on Educator Turnover

If teacher turnover at some of the partner schools is high, work with the schools to collect data that may point to possible sources of the problem and suggest potential solutions (e.g., teacher satisfaction surveys and school climate indicators).

Provide Professional Development Opportunities for Teachers and Leaders

Strengthen partner school and district capacity by providing unique professional development opportunities for partner school teachers and administrators, assisting schools and districts in collecting useful data, and working with them to undertake valuable research and evaluation projects. 

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