California Collaborative for Educational Excellence (CCEE)
The CCEE’s Leading Forward initiative challenges CA schools and LEAs to reimagine how education can serve all students. CTQ collaborated with teachers, administrators, and other educators to develop 17 on-demand modules in five learning pathways. These pathways aligned with focus areas for the initiative, exploring transformative practices at individual, team, school, and systems levels—resulting in a model for educators to better support equity, systems change, and sustainable growth in their schools and districts.
Ed Farm
CTQ currently supports Ed Farm in its work to design a competency-based educator learning system aligned to the International Standards for Technology in Education (ISTE), advancing Ed Farm’s mission to cultivate change through innovation, technology integration, and active learning. Related micro-credentials will be developed and piloted in the 2022-23 school year. CTQ’s ongoing partnership will build on the accessibility and visibility of these micro-credentials throughout the regions Ed Farm serves.
Florida Education Association (FEA)
CTQ currently supports the FEA Professional Development team in its efforts to design and implement support strategies and capacity-building for its members. Having begun a multi-year partnership with CTQ, the number of statewide FEA affiliates collaborating in peer-led professional learning for educators has doubled. This effort supports FEA’s goal to strategically lead a network that supports all Florida educators in developing instructional and leadership practice.
Richland School District One
CTQ currently supports Richland School District One’s development of a collectively-led, district-designed personalized professional learning system. Aligned to explicit district goals and serving the specific needs of educators, the micro-credential pilot shows promise for a sustainable model. The pilot has been designed with a deep sense of ownership leading to a deliberate approach for building capacity. Lessons learned and successes of Richland One will inform work of other districts regarding the impact of personalized professional learning on educators and students.
South Carolina Department of Education (SCDE)
The SCDE has partnered with CTQ to design, implement, and scale its model for collective leadership for participating schools. Over the last seven years, CTQ has provided ongoing support to the statewide Collective Leadership Initiative (CLI), including implementation of learning modules, development of collective leadership practices, and analysis of data collected to inform strategy design. As a direct result, more than 90% of educators in CLI schools report confidence in seeing themselves as leaders capable of narrowing achievement gaps, building collective efficacy, and maximizing resources at their schools.
University of Maryland (UMD)
CTQ is a partner in the School Improvement Leadership Academy housed at the University of Maryland’s Center for Education Improvement and Innovation (CEII). Working in collaboration with CEII and Learning Forward, CTQ supports participating principals and assistant principals in three states to demonstrate growing competencies to lead improvement, equity, and instruction in their schools. This effort will ultimately accelerate personalized pathways to leadership development and retention, as well as boosting impact of school improvement efforts.
University of South Carolina College of Education
CTQ’s ongoing partnership with the College of Education at the University of South Carolina (UofSC) directly supports CarolinaCrED in delivering a range of customized supports in personalized professional learning design and implementation for SC learners and leaders; the Carolina Collaborative for Alternative Preparation (CarolinaCAP) in its implementation of a high-quality alternative pathway into teaching; stories of educator experience from CarolinaTIP, a three-year program of support for new teachers; and the Teacher Education Advancement Consortium through Higher Education Research (SC-TEACHER) focused on comprehensive research of teacher recruitment, preparation, and retention efforts in SC.
The innovative collaboration of this work has helped UofSC recruit more than 300 teaching applicants in CarolinaCAP’s pipeline who are eager to “chart a personalized pathway to learn and demonstrate competency in content and pedagogy” through use of more than 200 micro-credentials (produced by UofSC with CTQ’s support), as well as four successful campaigns to tell the personal stories of SC teachers to inform others about their unique experiences from preparation to practice.
This partnership is a model for other colleges and universities who are interested in pursuing expansion of innovative practices to address the shifting demands of teacher recruitment, preparation, and retention, as well as strengthening the role and efficacy of alternative pathways to teaching in various states.
Voorhees College
CTQ currently serves the Voorhees College Center of Excellence for Educator Preparation as a design and implementation partner to deliver competency-based, personalized preparation pathways. This unique partnership between CTQ, Voorhees, and UofSC’s CarolinaCAP supports the Center’s mission to create equitable learning outcomes for students in underserved, high-need areas and subjects and to address teacher shortages through the preparation of a diverse and effective teacher workforce.
Wake Co. Public School System
CTQ facilitated Wake County’s efforts to design a micro-credential pilot that reached 75% of the targeted instructional assistants and other educators. Best practices learned in micro-credential development have now informed the work of a collaborative of other districts supported through grants from the NC Department of Public Instruction. As a result, the district is now poised to begin similar professional learning initiatives to impact teacher retention and develop leadership among educators.
