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If fast track is only offered to partnering schools and districts you are limiting the pool of qualified individuals as well as reducing BIPOC accessibility and remote communities.

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Implementation support activity is a driver of applications for DMCE. 60% of approved DMCEs came from partner or scholarship regions. Many applied during times when ISP was active. We can leverage our offerings in ISP to grow the numbers of applications.

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Supportive districts (e.g., leadership, PLCs) positively impact DMCE numbers.

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Supportive districts (e.g., leadership, PLCs) positively impact DMCE numbers.

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Larger number of DMCE applicants from partners/regions who have a "vision" for how the credential helps build better instructional systems.

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I think this would target two of the challenges most educators are facing - the time it takes to submit the application and the understanding of their own readiness. Maybe we allow mentors or other DMCEs to fast-track new DMCEs?

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Additional shareable resources for schools with current DMCEs to help communicate the option in areas that already have 1+ DMCE

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Additional shareable resources for schools with current DMCEs to help communicate the option in areas that already have 1+ DMCE

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I know a lot about recruiting for DMCE, but very little about the process of actually becoming a DMCE!

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Fast Track can be more accessible without site visit! 

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Fast Track can be more accessible without site visit! 

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6-8 months (or anytime - really!) after finishing VMP give educators an opportunity to meet with their mentor. MCP gives them a list of a things to bring and give mentors a list of questions to talk about with educators. After the meeting, the mentor fills out a quick rubric that says yes/no to Fast Track

This is cheaper - we are only paying 30ish minutes to mentor

Faster for educators interested in DMCE - less TIME commitment!

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How do we make FT accessible to more educators?  

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How do we make FT accessible to more educators?  

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Our largest groups of DMCEs come from our largest partners. This was true when our largest "parter" was the fellowship; now it's true for Indiana, JCPS, Lynn. How can we leverage this information to support implementation in partners?

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Our largest groups of DMCEs come from our largest partners. This was true when our largest "parter" was the fellowship; now it's true for Indiana, JCPS, Lynn. How can we leverage this information to support implementation in partners?

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Evaluate the reference requirement to make sure it adds value (if all positive, do we need the additional process step?) 

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Evaluate the reference requirement to make sure it adds value (if all positive, do we need the additional process step?) 

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Targeted recruitment in partner districts to leaders, focus on building capacity and literacy in areas we want to target for future partnerships

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BIPOC educators were less likely to submit their applications.

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Understanding time commitment to apply & revise - building in this time

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Understanding time commitment to apply & revise - building in this time

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Is the opportunity to participate in presentations, webinars, write blogs, be featured on MCP social media a nice "carrot"? Perhaps a reduced pay to support our work and recruitment?

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Understanding the process and other barriers to entry

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The difference in interest between elementary and upper-level educators was drastic; I think it might also reflect the difficulty a lot of elementary educators have in implementing the model

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Since many apply for DMCE up to a year later, could we have a DMCE session at the following VSI for last-year educators?

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Since many apply for DMCE up to a year later, could we have a DMCE session at the following VSI for last-year educators?