Scale Toolkit

Step 1: Commitment to Scale

Defining and Committing to Scale



Before defining scale, one must define what is being scaled. US PREP names it’s high-quality educator preparation program the “transformed model.” This model of candidate development exemplifies the characteristics and traits aligned to the 4 quality objectives below:


  • Quality Objective #1: EPP programming builds teacher candidate competency to meet the needs of all students in communities which have historically been underserved. 
  • Quality Objective #2: EPP demonstrates commitment to using data for continuous improvement.
  • Quality Objective #3: EPP ensures teacher educators are effective in preparing novices to work with all students in communities which have historically been underserved.
  • Quality Objective #4: EPP programming is responsive to the PK-12 school system and the communities they serve.

How will your educator preparation program define what quality model you are scaling?

Once you’ve defined the teacher preparation model, you can begin to define what scale of that model should include.

Defining Scale


One of the most simplistic, yet essential, elements in a comprehensive scale plan is defining what scale is (and isn’t) in the context of your educator preparation program’s transformation. We are both trying to achieve scale (noun) and scale the transformed model across the entirety of the program (intransitive verb). Here are a few ways one could define “scale:” 

Merriam-Webster

Noun: a proportion between two sets of dimensions (as between where one is and where they started)


Intransitive Verb: to rise in a graduated series



US PREP Developmental Framework

Scale Domain: All teacher candidates are impacted by the US PREP Quality Objectives. Quality programming is scaled within teacher preparation programs.


Sustaining Criteria: Quality programming (as defined by the Quality Objectives) is scaled to impact 86-100% of the candidates trained by the TPP.



US PREP Layman’s Terms

High quality for every teacher preparation program pathway. 



While defining scale can be challenging, what comes next is the most challenging part - Determining what needs to be considered, when it will be executed, and how you will approach the change management. Note: This toolkit is designed to support you in the implementation of these strategies.

FIDELITY

Scaling high-quality teacher residencies can be challenging. We recognize that as a teacher preparation program plans to scale up its high-quality programming, there may be unintended and undesired impacts to program quality. To counteract potential challenges, we identified three strategies teacher preparation program leaders can pursue to help maintain program quality as it scales.

*See how US PREP defines a high-quality educator preparation program via the 15 components of a high-quality program in section 2


  • Strategy 1: Pre-Scale Planning

Adequate planning for scale up can help a program maintain its quality. During the pre-scale planning process, a teacher preparation program might identify potential risks to quality, such as the availability of fewer high-quality mentor teachers, and identify new, innovative solutions to address those risks.


  • Strategy 2: Training

A teacher preparation program should provide training for staff and others with a significant role in scale up to ensure these educators have the information, tools and resources needed to effectively fulfill their new and expanded responsibilities. For example, moving all pathways towards a full year of clinical experience will require UH to ensure that all faculty understand the implications for candidate support and coursework. For example, the UH faculty are intimately involved in the residency, working directly in schools with mentors and students.


  • Strategy 3: Data-Driven Decision Making

Data informed decisionmaking can also help a teacher preparation program maximize program fidelity. A teacher preparation program can regularly gather and assess data (such as candidate attrition) to identify real time effects on program quality and adjust to minimize negative impacts. For example, University of Texas Rio Grande Valley transitioned from a culture of compliance to a culture of inquiry by first scaling its data system. Doing so ensures that any efforts to improve the programs are based on quality, actionable data, leading to program improvement.

Commitment to Scale Resources

District Support Sample Letter

Go To Resource

President Support Sample Letter

Go To Resource

 Stakeholders Sample Letter

Go To Resource

Dean Support Sample Letter

Go To Resource

PAUSE & PROCESS

How do you define “scale,” both individually and collectively? Be descriptive. 

How do you define “scale,” both individually and collectively? Be descriptive. 

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