• Description

This paper shares information and lessons learned from sites that are attempting to transform their teacher preparation systems toward practice-based approaches that feature high-quality feedback for teacher candidates. The paper is based on qualitative data collected from 2016 through 2018 in 11 sites where partnerships between California State University (CSU) teacher preparation programs and local school districts are working to improve how they prepare new teachers. Each partnership received a grant from the New Generation of Educators Initiative (NGEI).