Current Collaborations
Arizona K12 Center
Focus: Creating preservice and inservice mentoring policy and programs
Organized by the Arizona K12 Center, ongoing work focuses on developing a state-level and systems approach to induction. Currently, it includes three components:
Focus: Creating preservice and inservice mentoring policy and programs
Organized by the Arizona K12 Center, ongoing work focuses on developing a state-level and systems approach to induction. Currently, it includes three components:
- State-Level Leadership: Collaborate with the Arizona Department of Education and a range of partners across the state to create Beginning Teacher Induction Standards and guidance documents. Plan a state-wide induction symposium to roll out new standards and support implementation of beginning teacher induction programs in Arizona schools.
- Teacher Education Partnership: Collaborate with Northern Arizona University to develop a pipeline of beginning teacher support that begins in preservice field work and continues into induction as required by the Arizona Teachers Academy.
- Instructional Mentor Program Development: Collaborate with Arizona K12 staff to develop and implement high quality professional learning for instructional mentors and district/school leadership across the state.
California Collaborative for Excellence in Education
Focus: Developing effective professional learning networks at scale
TDN consults with CCEE on a range of projects related to developing high quality professional learning at scale including the Learning Acceleration Systems Grant Professional Learning Network.
National Center for Teacher Residencies
Focus: Developing high-quality mentor professional learning systems that center the experiences and needs of residents of color
TDN is a partner with the National Center for Teacher Residencies (NCTR) on their three-year federal Supporting Effective Educator Development (SEED) grant of $6.7 million from the U.S. Department of Education to develop and scale teacher residencies to recruit, prepare and retain highly effective educators, particularly teachers of color, to teach in underserved schools and districts to further address the national teacher shortage.
Through the grant, TDN will develop a teacher residency mentor professional development program that centers the experiences and needs of teacher residents of color and equips mentors of all racial and ethnic backgrounds to be thoughtful, intentional, and efficacious mentors for them ensuring teacher residents of color are ready on day one to be effective teachers of record.
TDN is a partner with the National Center for Teacher Residencies (NCTR) on their three-year federal Supporting Effective Educator Development (SEED) grant of $6.7 million from the U.S. Department of Education to develop and scale teacher residencies to recruit, prepare and retain highly effective educators, particularly teachers of color, to teach in underserved schools and districts to further address the national teacher shortage.
Through the grant, TDN will develop a teacher residency mentor professional development program that centers the experiences and needs of teacher residents of color and equips mentors of all racial and ethnic backgrounds to be thoughtful, intentional, and efficacious mentors for them ensuring teacher residents of color are ready on day one to be effective teachers of record.
University of Pennsylvania Graduate School of Education
Focus: Developing high-quality mentoring at Penn and around the world
This multi-year project focuses on developing a systems approach to supporting new educators and currently includes three components:
This multi-year project focuses on developing a systems approach to supporting new educators and currently includes three components:
- Pre-Service Mentor Development: Create a comprehensive program for developing the mentoring knowledge and skills of university-based coaches and classroom mentors who support Penn apprentices/residents during their field experiences in the Urban Teaching Apprentice Program (UTAP) and Independent School Teaching Residency (ISTR) programs.
- Research for Impact: Partner with researchers at the Col[lab]oratory to study the development of mentors and the impact of professional learning on their work with preservice teacher candidates.
- Leading Global Learning: Develop and facilitate an online, globally-available, year-long certificate-level course for preservice and inservice coaches through the Center for Professional Learning.