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Further exploration of secondary driver #5

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Further exploration of secondary driver #5

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How are we meeting the needs of our candidates through placement decisions?
Developing infrastructures to make choices

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Collaboration among partners

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How do we address issues of access and equity within the historical and present inequitable systems (schools, district). Our interns/student teachers are walking into these inequitable situations.
We are encouraged by the 22 years who want to teach. Go back into their own communities.

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Not attached to a specific driver, but thinking about coordinating work across sub-RACs and the larger issue of access/dissemination; love that Methods & PP have a website, need one for CPCT; should these be branded similarly; how coordinate for not just access to MTEP, but larger use while also keeping up with analytics/use

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Not attached to a specific driver, but thinking about coordinating work across sub-RACs and the larger issue of access/dissemination; love that Methods & PP have a website, need one for CPCT; should these be branded similarly; how coordinate for not just access to MTEP, but larger use while also keeping up with analytics/use

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Some language within the Driver Diagram may need to be updated to reflect relevant changes that have occurred over the past 10 years. (e.g., standards are changing in states, school districts are training/

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While we have made accomplishments in meeting the PD and SD (and Change Ideas), we may not have accomplished all we wanted to accomplish - more can be done.

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There is a challenge related to finding mentor teachers. In some institutions, the district determines who will be the "mentor teacher" and the field experience supervisor may not have a mathematics background.

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Increasing the diversity of mentor teachers

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Secondary Driver #2- Attention to Clinical Experiences

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Secondary Driver #2- Attention to Clinical Experiences

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Some universities do not invest/pay much attention to the clinical experiences. This is sometimes left to the mentors/schools.

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Broadly, many MTEs do not have direct authority of field placement.

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Need to figure out how to include key terms so that people using search engines can find our work.

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While we have made progress in this area (e.g. teaching practices, inclusion, etc.), there is still so much more to do (e.g., racial and social justice, etc.) - feels incomplete at this point.

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They are currently housed on individual's web pages.

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We will have an increasing need for mentor teachers - identifying teachers, building relationships and capacity will require additional effort and collaboration. (MTEP-wide concern)

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Capitalizing on previous mentors expertise to provide the skill and professional development for future mentor teachers

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How to engage the mentor teachers, this can seem like a daunting ask!

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(Marta) Family/community engagement may be a weak area based on AMTE survey.

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(Marta) Family/community engagement may be a weak area based on AMTE survey.

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May reflect lack of knowledge of the mentor teachers

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(Marta) "One shot" is not enough!