The Preparing a New Generation of Educators for California Initiative (NGEI) is an ambitious, multi-year effort underway across the CSU. After a successful Phase 1 funding cycle, the S. D. Bechtel, Jr. Foundation awarded 11 campuses Phase 2 funding in May 2016. The aim of the Foundation's significant investment is to support the transformation of teacher preparation programs and practices to meet the demands of California's standards in math and science. Projects are guided by the five Key Transformation Elements identified in the first phase of the initiative and include 1) partnerships between the CSU and K-12 districts, 2) prioritized skills, knowledge, and dispositions of well prepared new teachers, 3) practice-based clinical preparation, 4) formative feedback on prioritized skills, and 5) data-driven continuous improvement. 

Campus Projects

CSU Bakersfield will build on their current residency program that partners with three rural school districts.  The Kern Urban Teacher Residency (KUTR) began through a Department of Education grant. CSUB will focus specifically on preparing cohorts of residents at seven focus sites to integrate STEM education into TK-8 using CCSS-Math and NGSS through yearlong co-teaching opportunities with jointly selected Cooperating Teachers who demonstrate exemplary teaching in NGSS and CCSS-M.  CSUB will also host a BCSD-funded Saturday STEM Lab school on site for fifth and sixth grade students to participate in hands on NGSS and CCSS-M lessons with residences, Cooperating Teachers, and SCUB faculty. CSBU and BCSD have proposed to use the Danielson Framework and the Teaching Performance Expectations (TPEs) to assess prioritized skills. They plan to have monthly reviews of resident data from CCSS-M and NGSS based signature assignments, observation data from the Danielson framework and the TPEs, and the Center for Teacher Quality (CTQ) candidate and employer survey data (annually.)  Quarterly, the Residency Leadership Team plans to review program data including data from external evaluators, survey data from Co-Teaching and calibration work. There will also be a data sharing agreement and processes in place to review data between the university and district.

CSU Channel Islands will launch an initiative to develop truly great instructional practice in the schools of Ventura County. It will build on the well-respected Professional Development School model, operating much like a teaching hospital, and offer a residency model of teacher preparation, demonstrated to be effective in training excellent teachers who are retained in the profession. The project will also support teachers in obtaining advanced National Board Certification.

CSU Chico will focus on preparing both teacher candidates and mentor teachers to effectively design and implement standards-aligned, integrated instruction within a supportive, co-teaching clinical experience in order to meet the prioritized skills defined by Triad Project. The Triad Project is a partnership, or triad of university content specialists, mentor teachers, and teacher candidates who will co-plan and co-teach an NGSS-aligned integrated field-tested unit. The Triad teams will also complete online co-teaching modules developed from a TQP grant to support the implementation of co-teaching for all field placements. Additionally, methods’ courses will be synchronized around the production of integrated Triad units and prioritized skills will be aligned with the newly proposed TPEs and the California Standards for the Teaching Profession. The Triad mentor teachers will provide professional development sessions for teachers at the school sites on co-teaching and prioritized skills.

CSU Fresno will deepen three existing partnerships with districts by establishing a clinical school in Fresno Unified and Teacher Residency Programs (TRPs) in Sanger and Central Unified. Program redesign will focus on prioritized skills, focusing on integrated STEM and TPEs. Faculty, supervisors, cooperating teachers, and administrators will calibrate on a common rubric informed by the Ball Framework. They will use a Teacher in Residence (TIR) and Faculty in Residence (FIR) exchange in each of the three sites to facilitate co-planning, co-teaching, lesson study, action research, and integration of coursework and clinical experiences, with multiple opportunities to provide feedback to candidates. The TIR/FIR will also work with cooperating teachers, supervisors and credential faculty at the sites to calibrate rubric ratings and provide support, including professional development.  Rubric ratings will be shared at quarterly partnership data analysis meetings where stakeholders can analyze, triangulate and interpret data from multiple sources to monitor and address variation in key processes and outcomes.

CSU Fullerton will build upon the accomplishments and learnings of Titan PRIDE (a residency program) that has been piloted, assessed, and expanded over the past three years to continue working with Fullerton School District (FSD) and Anaheim Union High School District (AUHSD) and expand to additional partner districts for 2017-18 and 2018-19. The proposed residency model includes: a) Revised responsibilities/selection criteria to identify Master Teachers (MTs) by district partners and CSUF b) Initial and ongoing co-planning/co-teaching training provided for all Teacher Candidates (TCs), Master Teachers (MTs), and university faculty; c) Year-long residencies—placements beginning and ending on the school district calendar—to experience teaching from the first to the last day of the school year; d) Credential program faculty teaching at least one credential course per semester at a partner district school; e) Clinical Coaches (CCs) used to enhance the traditional university supervisor role supporting TCs and MTs; f) CCs implement/refine the observation (POP) learning cycle; g) CCs lead reflective learning walks at school sites with small groups of TCs; (h) Professional Development Facilitators (PDFs) provide ongoing support for CCs/MTs/CSUF faculty; i) Course schedules aligned with the clinical residency model; j) Collaborative co-teaching experiences are provided across departments, colleges, and partner districts with an emphasis on K-8 math and science education. Collaboratively with district partners and considering the expectations of CCSS Math and NGSS for student learning, three prioritized skills (PS) were identified based upon key skills identified as high leverage practices (HLP) by TeachingWorks and aligned with state revised TPEs, as essential for beginning teachers. Rubrics will be developed to support this. During Summer 2016, it is planned that the project team will: 1) Host co-teaching trainings (MT/CC/TC); 2) Analyze program completer data including completion rates/hiring; 3) Initiate any necessary program revisions (emphasis on science/math methods courses and clinical experiences); 4) Recruit a new cohort of candidates for the project; and 5) Host C3 training (Collaboration, Consultation and Coaching in Clinical Practice--funded by a federal project) for ALL COE and partner program university supervisors (whether project participants or not) with a focus on alignment and calibration in use of program rubrics related to the prioritized skills.

CSU Monterey Bay CSUMB and MPUSD will expand their current residency model for multiple subject teacher candidates to 3 new elementary schools and 2 new middle schools to have a total of 6 elementary and 2 middle schools. Faculty, cooperating teachers and academic coaches will develop a shared understanding of the professional growth continuum based on mutually selected and developed prioritized skills.  The professional growth continuum will MPUSD has implemented an Instruction Framework Implementation Tool (iFIT) that has key benchmarks for professional growth that will be identified for clinical experiences of pre-service teachers of the university and inductees of the district. CSUM and MPUSD will expand and refine iFit by drawing on Danielson’s Framework with some contribution from Teaching Works and the Measure of Effective Teaching and the Teacher Advanced Program. Faculty will observe candidates every other week and set a goal based on the prioritized skill. Candidates will receive daily feedback from their Cooperating Teacher on the prioritized skills. CSUMD will also use the framework to conduct a curriculum audit of its credential programs to ensure that the content for preservice teachers prepares them for implementation of evidence based CCSS Math and NGSS practices.  The Cooperating Teachers and administrators will be trained on a) effective implementation of the co-teaching model b) the newly aligned framework, c) the prioritized skills within the framework and d) coaching, mentoring, and giving appropriate feedback. To develop strong academic coaches, CSUMB will develop a Masters level course on instructional coaching for all cooperating teachers

CSU Long Beach intends for all pre service candidate to be placed in classrooms that are part of their Clinical Practice Netowrk where they can continue into the student teaching phase of their program in the same classroom in which they completed their fieldwork, resulting in a yearlong residency program. CSULB and LBUSD will seek to identify and clearly articulate a set of research based instructional strategies that meet the California Commission on Teacher Credential standards for teacher preparation programs and are aligned with the key instructional practices utilized in the school district to teach CCSS/NGSS. During the next three years, the partnership will create a system for acquiring and analyzing relevant K-8 student achievement data from pgoram completers to assess program impact, based upon the LA Compact Work; use the data analysis to inform the district and university as to the effectiveness of program graduates on student achievement, and use the data analysis to inform program improvement efforts.

CSU Sacramento will ensure that their candidates have robust yearlong experiences with co-teaching in their clinical placements and clear expectations and regular formative assessments cycles tied to the Prioritized Skills Profile (PSP) that delineates key skills, knowledge and habits of mind needed to be an effective NGSS and CCSS-Math educator. The PSP will be collaboratively developed with the district and the university. There will be a collaborative and rigorous selection and training process for mentor teachers; strong professional learning activities and regular calibration for mentor teachers and university supervisors so that they effectively support the co-teaching models; and, multiple professional learning and collaboration opportunities for mentor teachers, university supervisors and university faculty so that each exercises their roles in alignment with the PSP so that program components are integrated with each other. University coursework will serve as a central context for introducing candidates to the underpinnings of the Prioritized Skills Profile (PSP) and provide opportunities in which they can analyze and reflect on their growth towards PSP-outcomes, including developing a quarterly professional growth plan that is aligned to the PSP. A PSP-aligned rubric and candidate assessment system will be used to generate regular data to inform the partnership's decisions about candidates and program components.

Cal Poly San Luis Obispo proposal focuses on providing opportunities for supported clinical preparation in K-8 classrooms. To support the curricular needs of the partner district, LMUSD, faculty from Cal Poly will work with a Teacher on Special Assignment (TOSA) in the district to design and implement trainings related to the Common Core State Standards – Mathematics (CCSS-M) and the Next Generation Science Standards (NGSS). The first strand of work will focus on the Fundamentals of Teaching by developing Clinical Preparation Coaching (CPC) cycles that will give each candidate the opportunity to observe, practice, and receive feedback on each prioritized skill via the Prioritized Skills Learning Modules. The CPC cycle will align to the Danielson Framework and the TPEs. The second strand of work will focus on the Content of Teaching and deliver yearlong professional development in on CCSS-M and NGSS. Teacher candidates and cooperating teachers will have opportunities to apply knowledge of the Standards through the development and implementation of Problem Based Learning (PrBL) activities (emphasizing math, science, and integrated literacy and language instruction) throughout the year. The third strand of work will focus on establishing routines for collecting, reviewing, and using data through the development of a Partnership Advisory Committee. Using data, this committee will make recommendations to the partnership in order to ensure that teachers are prepared with the prioritized skills needed to provide high quality education to all students.

CSU Stanislaus in partnership with Ceres Unified School District (CSD) and Turlock Unified School District (TUSD), will develop high quality clinical placements where carefully selected and trained mentor/cooperating teachers in collaboration with faculty demonstrate instruction and provide feedback that develop and refine candidates' fluency with prioritized skills. The project will initially use the 5D+ Teacher Evaluation Rubric developed by the Center for Educational Leadership at the University of Washington to measure candidates' progress towards prioritized skills. This initiative will do the following: 1) build access to high quality clinical mentoring through trainings addressing co-teaching, cognitive coaching, equity consciousness, mathematics/science content, and pedagogy; 2) establish anchor schools where methods classes are taught in conjunction with early clinical experiences; 3) in collaboration with K-12 partners, refine methods courses and fieldwork opportunities; and 4) develop a data sharing and assessment system that provides actionable formative and summative information to candidates and teacher preparation programs.

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Central NGEI Features

NGEI partnerships are guided by five key elements, which are described in this document.


Innovation Highlights

NGEI campus teams are engaged in a variety of innovative practices. View brief reports on two of these practices, and check back for future highlights.


Clinical Coaches



Teacher Residencies

Half the campuses in the CSU, including NGEI campuses, are implementing residency programs for teacher candidates. These programs share many features with national residency programs and also have a number of unique attributes. An overview of teacher residencies in the CSU can be found here.


Evaluation Cycle Report 3

The Educator Quality Center (formerly the Center for Teacher Quality) Completer Survey is useful for providing a longitudinal, high-level view of teacher preparation program strengths and weaknesses. This report provides background on the Completer Survey, including recent revisions, and describes how NGEI grantees can use data from the survey strategically to support certain data-driven program reform efforts.


Evaluation Cycle Report 2

This report focuses on the clinical reforms at NGEI Phase 1 campuses that have continued into Phase 2. This report represents a snapshot of the NGEI work as Spring 2016 and summarizes multiple perspectives on the nature of the clinical reform towards the end of Phase 1. It is intended to meet the Foundation's needs to track the progress of the initiative overall as well as support cross-site learning and understand about the NGEI clinical reforms. Based on early data collection in Phase 2 of the formative evaluation, many of the clinical reforms begun in Phase 1 are also planned for phase 2.


Evaluation Cycle Report 1

With a focus on the eight sites receiving comprehensive awards in January 2015, this report summarizes the initial campus-level work in terms of the teacher pipeline and selected Key Transformation Elements. It also provides a description of the evaluation team's work with the CSU Center for Teaching Quality to support improvements in data availability and quality.


Preparing a New Generation of Educators for California Initiative

The CSU Preparing a New Generation of Educators for California Initiative is a bold effort, designed to transform the recruitment, selection, and preparation process so that future elementary and secondary teachers are given the inspiration, support, and resources necessary to become models of excellence and expertise in their fields.

The promise of the Initiative’s success is in its vision, which is a particularly important one because of its timing. California’s adoption of the new Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) is rapidly leading to fundamental changes in curriculum and instruction in K-12 schools. New methods of assessment are also being designed to help measure student attainment of these new standards. The Preparing a New Generation Initiative not only prepares educators to implement these major curriculum changes, but it also prepares them to be leaders in sustaining high student achievement.

Thirteen campuses will serve as pilot and demonstration sites, testing and sharing implementation strategies and outcomes data with each other and the rest of the system. The intent is to advance teacher preparation for the new standards across the CSU and throughout California. CSU campuses at Channel Islands, Fresno, Fullerton, Long Beach, Northridge, San Luis Obispo, and Stanislaus, as well as the systemwide CalStateTEACH program, will implement comprehensive reform using innovative strategies designed to strengthen the recruitment, content preparation, and clinical experiences of future K-12 teachers.  CSU campuses at Bakersfield, Chico, East Bay, Sacramento, and San Jose will implement targeted reform, designed to more closely focus attention on transforming specific program components to develop enriching teacher preparation for the future.

“These programs are taking the lead in addressing California’s need for innovation in teacher preparation to address the new standards and prepare world-class teachers,” said Dr. Beverly Young, CSU Assistant Vice Chancellor for Academic Affairs. “Each has given serious thought about how to transform the whole pipeline–from early recruitment through becoming credentialed–so that each stage is designed to ensure rigorous preparation of every new teacher.”

 The Initiative emphasizes a vision for systemwide institutional change that can be sustained, investing in proven methods of professional development and fruitful learning communities for faculty and K-12 educators. These efforts will help to foster meaningful reforms that will make a monumental difference in education across California. The project has the strong support of CSU Chancellor Timothy P. White, the presidents of the 23 CSU campuses, the CSU Academic Senate, the Deans of Education, and faculty leaders across disciplines.

 With the S. D. Bechtel, Jr. Foundation as a committed partner in the endeavor, CSU can afford to be highly optimistic and ambitious in transforming the process of teacher preparation systemwide.

 “The S. D. Bechtel, Jr. Foundation is proud to support the work of the CSU New Generation of Educators initiative,” said Macy Parker, Program Officer for the project. “We believe that teacher preparation at the CSU is the best lever to advance the successful implementation of the Common Core and Next Generation Science Standards, and that the strategic work CSU will do in partnership with the K-12 districts that hire its teacher graduates will shape the future of teacher preparation in California – and the success of California students - for years to come.

Contact Campus Project Directors