Year Long Student Teaching Experience

• The teacher candidate participates in the complete school year, for 3-5 days a week, for two full semesters
• Participates in the variety of events that build teacher candidate competency throughout the school year (e.g. first week of school, family/teacher conferences, special education meetings, field trips, etc.)

Performance Gates and Growth Plans

• Performance measures are established  to monitor teacher candidates’ development throughout the program 
• Final program completion criteria indicate proficiency in the EPP evaluation instrument of high leverage indicators
• Candidates are aware of and have access to performance gate criteria
• A  formal intervention/ support protocol is utilized when performance gate criteria are not met

Data Driven Student Teaching Course

• Data-informed student teaching seminar (course) occurs in conjunction with the year long student teaching experience (e.g. weekly or bi-weekly)
• Data is collected via the performance gate criteria including a teacher candidate evaluation tool

POP Cycle and High-Quality Feedback

• POP Cycle: Pre-Observation, Observation, Post-Observation cycle is implemented regularly with candidates by the Site Coordinator (see below)
• Formative feedback is provided via walkthroughs (8 or more per year) 
• Formal feedback is provided  via the pre- observation- post cycle (4 or more per year)
• Candidates utilize video to engage in self-evaluation during the POP cycle  
• Feedback is consistently provided within 48 hours of the walkthrough and/or formal observation
• Feedback is aligned to teacher candidate evaluation tool

Co-Teaching

• Co-teaching models are employed by the mentor teacher and candidate from day one and throughout the entire year-long experience
• Candidates experience five to six co-teaching models over the course of the year

DEI and Social Justice 

• The EPP actively and consistently addresses patterns of inequity by scaffolding principles of diversity and inclusion and promoting equity and social justice within both coursework and clinical experiences
• DEI is not tangential to coursework and clinical experiences, it is embedded into each component

Rubric Calibration & Norming

• A system is in place to ensure teacher educators and coursework adhere to quality performance gates (see Performance Gates and Growth Plans)
• A majority of faculty and evaluators calibrate annually on the evaluation tool used to maintain quality performance gates

Data Discussions/Data Use Practices

• Data are consistently and collaboratively analyzed by EPP faculty and district partners via governance meetings, leadership meetings, data days, etc.
• Action plans are implemented as a result of the analysis

Site Coordinator Role

• Supervisors and faculty who evaluate teacher candidates are trained and calibrated on the teacher candidate evaluation tool
• Supervisors and faculty who support teacher candidates have demonstrated proficient coaching practices (see coaching toolkit)

Practice-Based Coursework

• Coursework provides teacher candidates with opportunities to learn core content. 
• Lesson planning skills are included early and often in coursework
• Faculty integrate the pedagogies of the EPP teacher candidate evaluation competencies 
• EPP integrates  and aligns to high-quality PK-12 curriculums and clinical experiences
• Coursework provides consistent opportunities for candidates to practice teaching in safe settings and apply teaching skills in the PK-12 classroom 
• EPP consistently uses data to inform coursework revisions

Quarterly Governance Meetings

• Governance meetings with district/campus and EPP faculty occur four or more times during the year
• Both EPPs and districts share data
• Continuous improvement and decision-making based on candidate and student data is the norm

Mentor Recruitment and Selection

• EPPs and school districts have an agreed upon, written, and codified, high quality mentor teacher selection process
• EPPs and school districts co-select high-quality mentor teachers

Mentor Training

• Mentor trainings occur quarterly, or more often
• Mentor training is informed by teacher candidate performance and co-teaching model implementation data

Partnerships are Mutually Beneficial

• EPP and school districts work together to hire teacher candidates in the schools with the most marginalized students and where candidates are trained 
• EPP works to supply high-quality, high-need candidates to school districts
• School districts provides high-quality mentors to support candidate development
• EPP and school district adjust programming based on data