Full Transformation

Full Transformation Model

Providers who join US PREP make a 4-year commitment to pilot and scale the transformation commitments, ensuring all candidates are trained through the transformed model.

In Year One, the Center will work with the teacher preparation program leaders to create and implement an annual Individualized Transformation Plan (ITP) to include:


  • clear goals, timelines, and benchmarks
  • accountability measures
  • budgets


The ITP will also outline the support that US PREP staff will give to help the member institution achieve the actions and goals on the designated timelines. The implementation plan will be highly supported, monitored quarterly and evaluated, through a Program Development Framework Review, at the end of the year to ensure that appropriate progress is achieved. Teacher preparation leaders’ commitment and measurable progress will be required for continued membership. Based on the goals, actions, and timelines designated in the ITP, the US PREP Center will allocate a team of US PREP Transformation Specialists and Clinical Coaches to assist the member institution with piloting and scaling the transformation initiatives.

Our Model

Transforming Teacher Preparation

The US PREP model is built from the work at Texas Tech University. There is a large body of research on the aspects of teacher preparation that have the most impact on quality teaching. From this literature, one can identify five key attributes that researchers have found to be associated with increased teacher preparedness:


  • A focus on practice
  • Mentoring and coaching
  • A coherent vision of teaching
  • Integration of coursework and clinical experiences
  • Partnerships as the driving force for change and improvement


The US PREP teacher preparation model embodies all of these elements. Using a shared leadership council, the Center assists school-university leaders in strategic planning, piloting, and scaling of the 14 essential teacher preparation components as outlined here.

Goals and Outcomes

US PREP Quality Objectives

Building Teacher

Candidate Competencies

  • The teacher preparation program and school district partners have a common understanding and interpretation of teacher candidate competencies.
  • The Teacher preparation program provides opportunities for aspiring candidates to develop, practice, and demonstrate competencies, including content and pedagogical knowledge and skills that promote learning for all students.
  • The provider/university systematically collects, analyzes, and uses pre-service teacher candidate data, K-12 school system feedback, and graduate data (attitudinal, observational, outcome) to make instructional and programmatic decisions.
  • The teacher preparation program monitors the reliability of data about candidate knowledge, skills, and dispositions.
  • The teacher preparation program systematically measures the fidelity of program implementation and assesses whether key program features correlate to desired outcomes.

Using Data For Continuous Improvements

Supporting Teacher

Educators

  • The program sets expectations for effective teaching for teacher educators.
  • The preparation program systematically provides feedback to teacher educators.
  • The preparation program provides multi-modal access to high quality professional development content based on teacher educators’ needs, teacher candidate performance, and program completer performance.
  • The teacher preparation program collaboratively recruits and trains candidates to meet the needs of students in their communities.
  • The teacher preparation program has mutually beneficial partnerships with shared governance of teacher preparation programming.

Building Strong Partnerships