1. Teacher Preparation Pathways
University of Colorado Denver

2. Many Pathways: Why and How
Tenacity in challenging times
Shortage of teachers in Colorado and beyond
Shifting policy landscape for licensing
Push for highly qualified ECE teachers
HOW
Access and ‘fit’ for different kinds of students
Same high quality curriculum and supports
Shared commitments across pathways
Barbara

3. Teacher Education Pathways
Pathways into teaching designed to fit readiness and needs of different groups of teacher candidates
EDUCATION BA
ELEM
SPED
ECE
ARTS & SCIENCE BA
Sec. Math
Sec. Science
Sec. Social Studies
Sec. English
Foreign Language (Spanish/Fr)
RURAL BA
NxtGEN 4-yr Residency MA
SPED (Initial & Dual)
Foreign Language
ASPIRE Alternative Lic
All CO licensure areas
UNDERGRADUATE
GRADUATE
ALTERNATIVE
150
125 15 50 60
200

4. Program Design: Theoretical Principals and Commitments
Focus on how people learn in and across different contexts and the kinds of structures and pedagogies that support all students
Sociocultural learning theory
Social constructivism
Social justice
Cultural & linguistic responsiveness
Inclusionary practices
Theory to practice to theory to practice
Cindy

5. Infrastructure and Mediation
Extended clinical experience
Settings reflect diversity in race, ethnicity, and SES
Intensive investment in human resources to provide support and mediation
Investment in partnerships
Cindy

6. Alternative Licensure (ASPIRE) Delivery Structure (211 students)
Suzanne

7. Key Roles & Systems - ASPIRE
Alternative Licensure Instructor (ALI): Caseload of candidates; personalized program. Facilitate monthly PLCs, video coaching cycles, 1v1 check-ins, online guided explorations feedback.
Program Coordinators: Responsible for ensuring all candidates are eligible for program according to state statutes; program inquiries; application materials; administer program surveys; payment and collection processes.
Partnerships - Customer service relationships with HR Representatives, CDE, & candidates; 37 school districts, 21 charter schools, 3 facility schools
Suzanne

8. Professional Development School (PDS) Residency Design
UNDERGRADUATE
GRADUATE
Freshman
Community Based Clinical Block
2 afternoons per week
1 concurrent block course
Major Courses
University Core Courses
Sophomore
Learning & Dev Clinical Block
2 mornings per week
2 concurrent block courses
Junior
Diverse Learners Clinical Block
1 full day per week
Professional Year
Foundations & Pedagogy Courses
Specialty Methods Course(s)
Capstone Course
Year-long PDS Residency Internship Sequence

9. PDS Key Roles & Structures
University Site Professor (SP): University faculty member who spends one day a week in the PDS focused on the goals of the partnership.
School-based Site Coordinator (SC): Master teacher or an instructional coach who supports the partnership goals from the school’s perspective
Clinical Teachers (CT): Practicing teachers who mentor and co-teach with teacher candidates during internships. Partnership provides training and support
Teacher Candidates (TC): Group of 6-12 students (depending on the capacity of the school) who complete their early clinical blocks and residency internships in the PDS
Collaborative Council: Comprised of all teacher education instructors, site professors, district professors, site coordinators & facilitated by the Director of Partnerships to support collaboration & simultaneous renewal; also serves as the admissions body for the program. Council meets 4 full days over the academic year
Emerging Structures:
Community Partnership Network
ECE Partnership Network
NxtGEN Residency School Network
Rural Partnership Network

10. Undergraduate Residency (NxtGEN) Delivery Structure
Barbara

11. Undergrad Residency Key Roles and Structures
Summer Bridge
Paid part time Para-internships in DPS
Full-year, stipended Student Teaching Residency
Customized program plan
Video-coaching that is extended into induction
Co-developed, context-specific curriculum
NxtGEN Support Center
Roles
PEI Residency Coordinator
Academic Success Coaches
Site Supervisor
Field Manager
STR Coordinator
Barbara

12. Rural Community College BA Partnership
AA Degree
Shared Advising
Cohort model
Transfer
Elementary License
EDHD BA
Full degree delivered locally at rural Community College
Barbara
Clinical experiences run across full four years

13. Rural Pathway Roles and Structures
AA degree provided by Community College
Final two years provided by CU Denver in combination of online and face-to-face classes
Partnership school model
Mediated field experiences
Late afternoon and weekend courses for working professionals
Summer retreats to create curriculum coherency
Roles
CU Denver Rural Coordinator – located at community college
Local Teacher Education Team
Advisors in each institution
Barbara

14. ECE Without License Pathway
In progress
Birth – age 5 focus
Target audience – ECE childcare professionals
Employed full time
Clinical Site becomes field experience and internship site
Develop quality indicators to identify appropriateness of site
Two tracks – Teaching and Leadership
Candidates can finish licensure requirements (K-3) in one semester
Barbara