Every new teacher should be well prepared, so they can effectively educate their students on day one.

 

We envision a system of teacher preparation where every level of leadership takes relentless ownership of their graduates’ effectiveness in the classroom, and where they continuously evaluate their practices to ensure teacher candidates are well prepared to thrive.

 

 
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THE NEED

   

 

Far too many of our nation’s students today are not being equipped with core subject area knowledge needed to succeed in school and in life:

 

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The picture is similar in mathematics: 60% of all 4th graders and 67% of all 8th graders are below proficient.

 

 

 

We know that effective teachers have a significant impact on student learning and longer-term life outcomes (like attending college, earning higher salaries, saving more for retirement).

 

 

 

TPI-US believes that teacher preparation programs play a crucial role in developing teaching knowledge and skills that, in turn, produce better learning outcomes as well as more positive life-long outcomes for our P-12 students.

 

 

 
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WHAT WE DO

  

 

With the goal of improving student learning, TPI-US reviews teacher preparation programs to determine how the programs can expand their promising practices and address areas of improvement.

Each inspection includes a team trained by TPI-US to gather and triangulate evidence from a wide variety of sources including observing student teachers to understand how well they can apply what they’ve learned in the program. Transparency is a hallmark of the inspection process: program faculty and staff sit in on every inspection team discussion of evidence, with the chance to clarify or add to initial findings.

 

Leaders from inspected programs report benefitting from TPI-US’s objective feedback and actionable recommendations, leveraging the feedback as a catalyst for change that ushers in the next stage of continuous improvement and ongoing program self-assessment.

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JUDGMENT AREAS

  

 

Teams collect evidence to come to judgments in four areas:

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Quality of Selection addresses the program’s responsibility to select candidates that show potential to become successful teachers.

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Quality of Content Knowledge and Teaching Methods focuses on how well the program ensures teacher candidates acquire content knowledge and key teaching methods and skills needed to be an effective educator.

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Quality of Clinical Placement, Feedback, and Candidate Performance analyzes the key elements of the final clinical experience in which candidates must apply the knowledge acquired through the program.

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Quality of Program Performance Management examines whether and how program leadership—at all levels—utilize data to continually improve the quality of teacher preparation and outcomes for all teacher candidates.

           For more information see our framework overview.
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WHERE WE'VE WORKED

   

Since beginning initial pilot inspections in 2013, TPI-US has completed over 80 inspections in 20 states.

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We have state-level partnerships in Louisiana, Florida, and Massachusetts and are a part of the Teacher Preparation Transformation Center Initiative. For more information on our initiatives, please see here.

 

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WHO WE ARE

  

 
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Edward Crowe

TPI-US Chief Executive Officer

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Katie Moyer

TPI-US Chief Operating Officer

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Stephanie Howard

Transformation Center Project Manager

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Martin Newell

Senior Quality Assurance Manager


TPI-US BOARD OF DIRECTORS

Dr. Charles Coble - Chair

Dr. Deborah Gist - Secretary/Treasurer

Dr. Edward Crowe - Board Member, CEO


TPI-US INSPECTORS

TPI-US has recruited, selected, and trained a cadre of team and lead inspectors with professional education experience in a variety of areas including as current or former P-12 principals, reading specialists, turnaround specialists, teachers, district content area specialists, teacher educators and other educational professionals. They all have demonstrated their commitment to improving the quality of teaching and learning in the United States, sharing with TPI-US the fundamental belief that the chief purpose of teacher preparation is to recruit, prepare, and support teachers whose effectiveness is measured by their positive impact on student learning outcomes.

 

 
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PROMISING PRACTICES

    

In collaboration with inspected programs across the country, TPI-US has highlighted promising practices for each judgment area of the TPI-US Inspection Framework in order to disseminate information about preparation program components that contribute positively to development of important teacher candidate knowledge and skills.  These practices have been identified through TPI-US inspection and on-site review work and it is our hope the information on these pages will help other programs around the country eager to learn about high quality teacher preparation.

Additional information coming soon.