1. Teacher Education Redesign Initiative (TERI)

2. Executive Summary Core of Redesign  Partnerships  Adaptive Expertise  Performance driven curriculum  Research agenda P-12 Student Learning 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

3. 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?

4. Advisory Board: Institutional Boundaries 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 CE+HD (8 Academic Departments) UMN School District Partners EdMN September 21, 2009 October 13, 2009

5. Timeline June 2009 – May 2010: Design 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 June 2010 – May 2011: Implementation 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

6. 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

7. 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.

8. Potential Cross-Institutional Collaborations Teacher Support Partnership: Induction Teacher Performance Assessment Minnesota Teacher Education Research Consortium Cooperating teacher preparation