Let’s continue thinking about who should participate in scaling your educator preparation program, particularly your K-12 partners, through the following ideas and thoughts.

Ensuring that the “right” people are in the room as you develop your educator preparation program’s scale plan together is fundamental.  Leaders must make certain all necessary stakeholders have an opportunity to provide input on the direction and implementation of the high-quality model.  Doing so will support investment and decision-making that ensures both commitment and accountability in implementing the change desired.  Below are some roles within most educator preparation programs that we recommend:  

• Decision-Maker: The individual who holds and gives authority over the educator preparation program (e.g. Provost, Dean, etc.)
• Owner(s) : The individual(s) responsible, and ultimately held accountable, for the actions/implementation of transformation (e.g. Department Chairs, Managers, etc.)  
• Champion(s): Typically members of cross-functional teams or stakeholders that you know will heavily influence the momentum of the transformation (e.g. Recruitment, Advising, etc.)
• Directors/Implementers: The individuals responsible for supporting the implementation of the plan and, in turn, those that should be heavily consulted and provide input (e.g. Certification Officers, Data Leads, etc.).  

There is no comprehensive list of things you might prepare for your time together scale planning. That said, there are a few high-leverage items that must be gathered in advance to streamline the time together and make best use of the stakeholders that gather. 

College of Education Enrollment

• Candidates eligible for practicum/clinical experience (most critical for this planning) -Number of candidates, by pathway, by district (e.g. paraprofessionals, intern certificate track, by content area/pathway)
• Past enrollment data (past three years), by pathway, by district
• Number of juniors and seniors enrolled, by pathway, by district
• Number of transfer students
• Forecasted enrollment data 

Performance Gates (Coursework and Clinical Experiences)

• Current performance gates 
• Desired performance gates based on transformed model 

School Districts and Priority Placement Sites/Areas Data

• Current partnering school districts
• Potential partnering school districts
• Academies
• Stipend programs

Hiring/Placement Data

• Potential partnering school districts
• Academies

State/District requirements re: clinical placement

• Content exam passage requirements
• Contractual obligation considerations

Course Calendar(s)

• By program/pathway
• Additional local factors/considerations you believe would make scale planning more effective/streamlined

Ensuring your faculty/staff are clear on an expected timeline for scaling the transformed model is most critical. This work does take time and the factor of time informs every other factor and decision when it comes to preparing a scale plan. 

How much available time one has informed every other factor and decision when it comes to preparing a scale plan.  Below is a graphic illustrating US PREP’s expected timeline for scaling the transformed model across its coalition of twenty-two universities.  While exceptions do exist based on local factors, our experiences in transformation suggest that this timeline is the catalyst for decisions and the rate of decision-making that follows.  The “correct” rate of change must balance being both ambitious and feasible.