Orientation to New Generation of Educators Initiative Mini-Grants

1. Orientation toNew Generation of Educators Initiative Mini-Grants November 27, 2018 newgen.csu-eppsp.org (See Mini-Grants)

2. Agenda • Welcome to New Generation of Educators Initiative (NGEI) Mini-Grants, Marquita Grenot-Scheyer, Assistant Vice Chancellor for Educator Preparation and Public School Programs • Overview: New Generation of Educators Initiative, Macy Parker, Senior Program Officer, S. D. Bechtel, Jr. Foundation • Brief Summary of Grants Funded/Project Categories, Joan Bissell, Director, Educator Preparation and Public School Programs, CSU Chancellor’s Office and Ruth Yopp-Edwards, Professor CSU Fullerton • Inquiry Tools Overview and Mini-Grant Support Structure, Jon Dolle and Melissa White, West Ed • Reporting Guidelines, MOUs, and Funding Transfers, Ruth Yopp-Edwards, Professor, CSU Fullerton, and Joan Bissell • Questions and Answers, All S. D. Bechtel, Jr. Foundation

3. Welcome to New Generation ofEducators Initiative (NGEI) Mini-Grants Marquita Grenot-Scheyer Assistant Vice Chancellor for Educator Preparation and Public School Programs California State University Office of the Chancellor mgrenot-scheyer@calstate.edu

4. A Landmark Effort that Supports CSU’s Leadership in Clinical Teacher Preparation • I want to welcome all of you to this significant opportunity for you and your campus – and to thank all of you for your high-quality Mini-Grant proposals • Our deep appreciation goes to the S. D. Bechtel, Jr. Foundation, which made the NGEI overall project and the Mini-Grant opportunities possible • Our special thanks goes to Macy Parker, Senior Program Officer at the Foundation, an exceptional partner S. D. Bechtel, Jr. Foundation

5. A Landmark Effort that Supports CSU’s Leadership in Clinical Preparation Partnerships • The NGEI and its designreflect our own focus on partnerships, in which the campus and district work together closely toward shared objectives • We are impressed with the ways in which your analyses include the perspectives of district and school partners • We encourage you to reflect on how the improvement science processes you’ll be learning and using can assist in other areas of your partnerships • Our hope is that this opportunity to investigate an important problem and develop significant new expertise will be of enduring value S. D. Bechtel, Jr. Foundation

6. Overview: New Generation of Educators Initiative Macy Parker Senior Program Officer S. D. Bechtel, Jr. Foundation mparker@sdbjrfoundation.org

7. Preparing a new generation of educators A dynamic partnership between the California State University and a diverse set of school districts is helping to transform teacher preparation

8. New Generation of Educators Initiative (NGEI) • Began in 2014. Input from CSU campuses and K-12 partners informed the approach • Campus/school district partnerships are now underway in 11 regions • Mini-grants include attention to diversity, equity, and inclusion • An added focus is ensuring candidate diversity reflecting the K-12 populations and needs of district partners The California State University | November 2018

9. Key Transformation Elements

10. Key Transformation Elements: A Deep Dive

11. Brief Summary of Grants Funded/Project Categories Ruth Yopp-Edwards, CSU Fullerton ryopp@fullerton.edu Joan Bissell California State University Office of the Chancellor jbissell@calstate.edu

12. NGEI Mini-Grant Learning Projects:Topics and Campuses S. D. Bechtel, Jr. Foundation

13. A Perspective on the Learning Projects The specific questions being investigated go further in painting a picture of these rich investigations: • How do district partners’ needs inform candidate placements? • In what courses and clinical experiences do candidates learn practices that support equitable and inclusive learning environments? • How diverse is our teaching cohort and how is it aligned with the diversity and needs of our district partners? • How are mentor teachers and candidates currently experiencing our program? • How aligned is feedback from supervisors, cooperating teachers, and faculty to our candidates? It is clear that the investigations will contributed significant knowledge both to development of candidates and partnerships with districts S. D. Bechtel, Jr. Foundation

14. Inquiry Tools Overview and Mini-Grant Support Structure Jon Dolle and Melissa White Senior Research Associates, WestEd jdolle@wested.org; mwhite@wested.org

15. Every system is perfectly designed to get the results it gets. Central law of improvement

16. How Do We Improve?

17. VISION So what do we typically do? GAP CURRENT REALITY

18. VISION Improvement Science A definition. The ongoing disciplinedeffort of everyone in the system to discover evidence-based changes leading to organizational learning, stronger system performance, and better outcomes. GAP GAP CURRENT REALITY

19. Tools You will be Drawing Upon for Investigating Your Focal Process • Data • Empathy exercises • Process maps

20. Grant Purpose and Coaching by WestEd • The purpose of the grant is for your teams to better understand the focal process, including where it's going well, and how and why it breaks down • WestEd will provide coaching support for each team’s investigations • Coaching will cover planning regarding data, conducting empathy interviews, and process mapping • It will also support consolidation of learning from these investigations • The analysis of the problem investigated will be a basis for planning subsequent improvement efforts

21. Improvement Coach (WestEd) Work w/team leader on agendas Prepare Just in Time training Support team leader in building team knowledge and skills Find out how leader wants feedback Debrief w/team members if needed Key Roles Team Lead (Campus) • Meet w/coach to prepare for and/or debrief team meetings • (Co)develop meeting agendas • Remove barriers to progress • Assure timelines are met • Increase knowledge of improvement & team skills • Keep executive leadership informed

22. Inquiry Process

23. Overview of Next steps • WestEd staff will provide support between now and the next NGEI convening (April 2019) • First meeting December 10 from 11-12 • Mix of coaching and brief virtual meetings • Potential opportunity for 2nd Improvement Research Fellowship • Consultations with content experts as needed after the Spring NGEI convening

24. Virtual Meetings • For all Mini-Grant teams, facilitated by WestEd • December 10, 2018: Launch of system investigations • January 2019: Tools/processes to support system investigations • March 2019: Preparing for the Spring 2019 Convening

25. Coaching Calls • Each CSU team can expect 2-3 coaching calls • Participation is encouraged among as many members as possible • Will be held with a WestEd improvement coach • Improvement coaches will reach out during the first week in December to schedule the first coaching call

26. Spring 2019 NGEI Convening • Mini-Grant teams will have an opportunity to share investigations • Context experts may be introduced as resources for teams in planning subsequent improvement efforts • Potential Fellowship opportunity for up to 4 CSU/District teams

27. Improvement Team Structure: Team Lead • Facilitate the inquiry into the focal process, including the collection of data • Ensure team takes a disciplined approach to improvement, including organizing the team’s work • Keep team meetings focused on learning about the focal process • Ensuring documentation of the learning

28. Improvement Team Structure: Other Team Members and WestEd Improvement Teach • Other Team Members • Support the learning process • Attend and participate in meetings as relevant • Participate in planning and data collection • Contribute to documenting the learning • WestEd Improvement Coach • Teach/coach improvement science and team tools/methods • Assist the team to collect, analyze, and interpret data

29. Reporting Guidelines, MOUs,and Funding Transfers Ruth Yopp-Edwards and Joan Bissell

30. Narrative Report: How Mini-Grant Assisted You to Better Understand Process Examined • What did you learn about the process you examined? • What outcomes are being achieved by this process? • What level of variability does this process produce? • How might you better understand the causes of this variability, if any? • What ideas do you have for changes that could be implemented to improve these results? S. D. Bechtel, Jr. Foundation

31. Final Reports • Narrative Report should assist you to understand program and as a resource going forward • Plan for Narrative Report from the beginning • The guidelines are basic minimum requirements, length may be increased as you wish • Plan to share Report with others across your teacher preparation program • Financial Report is a summary of grant expenditures compared with proposed budget S. D. Bechtel, Jr. Foundation

32. Processes Associated with Memoranda of Understanding and Transfer of Funds • The MOU includes the proposal as the basic grant agreement • The MOU functions much like a contract with the Chancellor’s Office • Expenditures have a start date of November 15, 2018 and an end date of November 15, 2019 • Due date of October 31, 2019 for Final Narrative Report and December 13, 2019 for Final Financial Report • Transfer of funds will be made to College/School Dean’s Office S. D. Bechtel, Jr. Foundation

33. Questions and Answers All

34. Thank You! newgen.csu-eppsp.org (See Mini-Grants)