Teachers Learning Results (AAQEP)

WESTERN GOVERNORS UNIVERSITY

黑料传送门's Teacher Licensure Programs are Accredited by AAQEP

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To view charts, pass rates, and commentary pertinent to AAQEP accreditation, view the PDF below.

AAQEP-Accredited Teacher Licensure Degree Programs

The teacher initial licensure programs offered through the 黑料传送门 Teachers College听have been awarded full accreditation听by the Association for Advancing Quality in Educator Preparation (AAQEP) through June 30, 2026.听Full accreditation acknowledges that a program prepares effective educators who continue to grow as professionals and that the program has demonstrated the commitment and capacity to continue to do so.

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1. Overview and Context

This overview describes the mission and context of the educator preparation provider and the programs included in its AAQEP review.Western Governors University (黑料传送门) is a private, nonprofit, online university founded by 19 US governors.听 From its inception, 黑料传送门 removed barriers to accessing higher education and earning a degree. The mission of 黑料传送门 is to change lives for the better by creating pathways to opportunity.听黑料传送门 is characterized by its flexible learning architecture and multi-dimensional delivery, which allows us to better personalize learning, adapt to changing workforce needs, and provide relevant pathways for an individual鈥檚 first and next opportunity. The vision for future higher education that emerged among the governors of the Western Governors Association encompassed Competency-Based Education (CBE). 黑料传送门 pioneered competency-based education and remains the only institution offering competency-based degrees at scale, creating a model other colleges and universities are increasingly striving to replicate.

黑料传送门 bases the earning of a degree on a candidate鈥檚 demonstration of competency. Competency may be thought of as "possessing and demonstrating the knowledge, skills, and abilities to perform at the appropriate level for the degree being awarded." Subject matter experts draw upon practical experience, job task analyses, published standards, and other research to define competence. 黑料传送门's competency-based approach provides evidence, collected through rigorous assessment throughout each program, to ensure that each candidate is competent.

黑料传送门 measures progress through 鈥渃ompetency units鈥� rather than traditional 鈥渃redit hours.鈥� Competency units correlate to course outcomes without regard for the time it takes a student to achieve mastery. Appropriately designed and psychometrically-sound student assessments like performance tasks, objective exams, live observations, and simulations are direct indicators of knowledge and skill acquired. Students receive credit by passing all assessments to demonstrate competency. Students are either considered competent or not for each assessment; there are neither subjective scales of traditional grades nor the capacity to 鈥渕ake up鈥� for a low grade on one assessment by excelling at another. 黑料传送门鈥檚 high standard of mastery has been designed to equate to a 3.00 on a 4.00 GPA scale. All courses in 黑料传送门鈥檚 curricula have been designed to associate competency units with credit hours. For example, the learning outcomes and course objectives that would be appropriate for a traditional 3-credit course are included and assessed in a 3-competency-unit course at 黑料传送门.

黑料传送门 established the School of Education (SoE) in 2022. The SOE comprises higher education and workforce learning programs, early college pathways, the College of General Education, and Teachers College.听 Educator preparation programs are housed in the Teachers College which has academic and operational authority over all licensure programs.

Assessment data included in this report reflect cumulative ratings, or all iterations of the assessments taken by all students during the designated data cycle.

Bachelor's Degrees with Licensure

Master's and Post-Baccalaureate Degrees with Licensure

2. Enrollment and Completion Data

The table below shows enrollment and completion data from the most recently completed academic year for each program included in the AAQEP review.听

Program Specification: Enrollment and Completers for Academic Year 2022-23 (July 1, 2022 鈥� June 30, 2023)

Table 1. Program Specification: Enrollment and Completers for Academic Year 2022-2023

Degree or Certificate

State Certificate, License, Endorsement, or Other Credential

Number of Candidates

Number of Completers

BA, Elementary Education

Elementary Education

2,845

1,468

PB, Elementary Education

Elementary Education

MAT, Elementary Education

Elementary Education

2,312

1,304

BA, Special Education (K-12) Note: dual licensure with special education and elementary education
(Legacy and Redesigned programs)

Elementary Education and听

Mild to Moderate Special Education

965

546

BA, Special Education-Mild to Moderate

Mild to Moderate Special Education

192

108

MAT, Special Education K-12

Special Education K-12: Mild/Moderate

282

111

MAT, English Education (Secondary)

English Endorsement

485

260

BS, Mathematics Education (Middle Grades)

Mathematics Endorsement

131

MAT, Mathematics Education (Middle Grades)

Mathematics Endorsement Middle Grades

BS, Mathematics Education (Secondary)

Mathematics Endorsement Secondary

132

MAT, Mathematics Education (Secondary)

Mathematics Endorsement Secondary

127

BS, Science Education (Middle Grades)

Science Middle Grades

BS, Science Education (Secondary Chemistry)

颁丑别尘颈蝉迟谤测鈥疭别肠辞苍诲补谤测

BS, Science Education (Secondary Physics)

笔丑测蝉颈肠蝉鈥疭别肠辞苍诲补谤测

BS, Science Education (Secondary Earth Science)

Earth Science Secondary

BS, Science Education (Secondary Biological Science)

Biological Science Secondary

172

104

MAT, Science Education (Secondary) (includes Chemistry, Biological Sciences, Earth Science and Physics)

Science Education Secondary

319

207

Total for programs that lead to initial credentials

9,122

4,933

Degree or Certificate

State Certificate, License, Endorsement, or Other Credential

Degree or Certificate

Number of Candidates

Degree or Certificate

Number of Completers

BA, Elementary Education

Elementary Education

BA, Elementary Education

2,845

BA, Elementary Education

1,468

PB, Elementary Education

Elementary Education

PB, Elementary Education

MAT, Elementary Education

Elementary Education

MAT, Elementary Education

2,312

MAT, Elementary Education

1,304

BA, Special Education (K-12) Note: dual licensure with special education and elementary education
(Legacy and Redesigned programs)

Elementary Education and听

Mild to Moderate Special Education

BA, Special Education (K-12) Note: dual licensure with special education and elementary education
(Legacy and Redesigned programs)

965

BA, Special Education (K-12) Note: dual licensure with special education and elementary education
(Legacy and Redesigned programs)

546

BA, Special Education-Mild to Moderate

Mild to Moderate Special Education

BA, Special Education-Mild to Moderate

192

BA, Special Education-Mild to Moderate

108

MAT, Special Education K-12

Special Education K-12: Mild/Moderate

MAT, Special Education K-12

282

MAT, Special Education K-12

111

MAT, English Education (Secondary)

English Endorsement

MAT, English Education (Secondary)

485

MAT, English Education (Secondary)

260

BS, Mathematics Education (Middle Grades)

Mathematics Endorsement

BS, Mathematics Education (Middle Grades)

131

BS, Mathematics Education (Middle Grades)

MAT, Mathematics Education (Middle Grades)

Mathematics Endorsement Middle Grades

MAT, Mathematics Education (Middle Grades)

BS, Mathematics Education (Secondary)

Mathematics Endorsement Secondary

BS, Mathematics Education (Secondary)

132

BS, Mathematics Education (Secondary)

MAT, Mathematics Education (Secondary)

Mathematics Endorsement Secondary

MAT, Mathematics Education (Secondary)

127

MAT, Mathematics Education (Secondary)

BS, Science Education (Middle Grades)

Science Middle Grades

BS, Science Education (Middle Grades)

BS, Science Education (Secondary Chemistry)

颁丑别尘颈蝉迟谤测鈥疭别肠辞苍诲补谤测

BS, Science Education (Secondary Chemistry)

BS, Science Education (Secondary Physics)

笔丑测蝉颈肠蝉鈥疭别肠辞苍诲补谤测

BS, Science Education (Secondary Physics)

BS, Science Education (Secondary Earth Science)

Earth Science Secondary

BS, Science Education (Secondary Earth Science)

BS, Science Education (Secondary Biological Science)

Biological Science Secondary

BS, Science Education (Secondary Biological Science)

172

BS, Science Education (Secondary Biological Science)

104

MAT, Science Education (Secondary) (includes Chemistry, Biological Sciences, Earth Science and Physics)

Science Education Secondary

MAT, Science Education (Secondary) (includes Chemistry, Biological Sciences, Earth Science and Physics)

319

MAT, Science Education (Secondary) (includes Chemistry, Biological Sciences, Earth Science and Physics)

207

Total for programs that lead to initial credentials

9,122

Total for programs that lead to initial credentials

4,933

3. Program Performance Indicators

The program performance information in Table 2 applies to the academic year indicated in Table 1.

A. Total enrollment in the educator preparation programs shown in Table 1. This figure is an unduplicated count, i.e., individuals earning more than one credential may be counted in more than one line above but only once here.

8,157

B. Total number of unique completers (across all programs) included in Table 1. This figure is an unduplicated count, i.e., individuals who earned more than one credential may be counted in more than one line above but only once here.

4,387

C. Number of recommendations for certificate, license, or endorsement included in Table 1.

Between 7/1/22-6/30/23, 黑料传送门 recommended 4,161 candidates for an initial license. Of those 4,161:

133 were recommended in multiple states.
- 1 candidate was recommended in 3 states.
- 68 candidates were recommended in 2 states because they followed the reciprocity pathway.
- 64 candidates were recommended in 2 states because they were moving after graduation.

The lower number of recommendations than completers may be due to individuals who delayed application for licensure, and those who have one or more licensure requirements to fulfill before they would be eligible for recommendation.

D. Cohort completion rates for candidates who completed the various programs within their respective program鈥檚 expected timeframe and in 1.5 times the expected timeframe.

Master鈥檚 degrees and Post-Baccalaureate: Overall completion rate within the expected (2 year) time frame was 90.00%

Master鈥檚 degrees and Post-Baccalaureate: Overall completion rate within 1.5x of the expected time frame (3 years) was 10.00%

Bachelors: Overall completion rate within the expected (4 year) time frame was 89.44%

Bachelors: Overall completion rate within 1.5x of the expected time frame (6 years) was 10.56%

E. Summary of state license examination results, including teacher performance assessments, and specification of any examinations on which the pass rate (cumulative at time of reporting) was below 80%.

The overall pass rate on Praxis was 86.71% in 2022-2023. Most programs had pass rates in the range of the low 70% to 97%. The lowest overall pass rate was 70.67% (Secondary Science, Chemistry) which has an N of 10.

The overall pass rate on EdTPA was 94.27% in 2022-2023. Most programs had pass rates in the range of the high 90% to 100%. The lowest was 83.30% (Secondary Mathematics programs). The highest was 100% (Middle Grades Sciences and Middle Grade Mathematics).

F. Narrative explanation of evidence available from program completers, with a characterization of findings.听

Completer Survey Results

Extremely Well

Very Well

Total

Content Knowledge

41.24%

39.69%

80.93%

Learner and Learning

43.01%

40.32%

83.33%

Instructional Planning

40.22%

37.43%

77.65%

Professional Responsibilites

44.83%

38.51%

83.34%

Extremely Well

Very Well

Total

Content Knowledge

41.24%

Content Knowledge

39.69%

Content Knowledge

80.93%

Learner and Learning

43.01%

Learner and Learning

40.32%

Learner and Learning

83.33%

Instructional Planning

40.22%

Instructional Planning

37.43%

Instructional Planning

77.65%

Professional Responsibilites

44.83%

Professional Responsibilites

38.51%

Professional Responsibilites

83.34%

G. Narrative explanation of evidence available from employers of program completers, with a characterization of findings.听

TC systematically tracks completers after they enter the teaching profession to evaluate the 黑料传送门 programs鈥� impact on teacher success. One tool we use is a pair of surveys sent to completers and their employers which asks similar questions of the two groups on matters of importance to the success of all P-12 students. The survey asks the respondents to rate how well the program prepared the completer on items aligned with the INTASC Standards on a scale of Extremely Well, Very Well, Moderately Well, Slightly Well, and Not Well at All. If the completer gives 黑料传送门 permission to contact their employer and provides contact information, a similar survey is sent to the employer. Although the candidate response rate was lower this year, the employer response rate was slightly higher, with 122 of these employers responding to the survey in 2022-2023 (97 responded in 2021-2022). The majority of employers reported satisfaction with the completer鈥檚 preparation on all standards. Completers and their employers tended to agree on how well TC prepares candidates on the INTASC standards. A notable difference is completers gave Content Knowledge (80.93%), while employers gave this area the highest rating. The total percent of employers who said the completer was Extremely Well- and Very Well-prepared ranges from 82.79% on Learner and Learning to 86.07% on Content Knowledge.听听

Employer Survey Results

Extremely Well

Very Well

Total

Content Knowledge

52.46%

33.61%

86.07%

Learner and Learning

43.44%

40.16%

83.60%

Instructional Planning

43.44%

40.16%

83.60%

Professional Responsibilites

48.36%

36.07%

84.43%

Extremely Well

Very Well

Total

Content Knowledge

52.46%

Content Knowledge

33.61%

Content Knowledge

86.07%

Learner and Learning

43.44%

Learner and Learning

40.16%

Learner and Learning

83.60%

Instructional Planning

43.44%

Instructional Planning

40.16%

Instructional Planning

83.60%

Professional Responsibilites

48.36%

Professional Responsibilites

36.07%

Professional Responsibilites

84.43%

H. Narrative explanation of how the program investigates employment rates for program completers, with a characterization of findings. This section may also indicate rates of completers鈥� ongoing education, e.g., graduate study.

TC systematically tracks completers after they enter the teaching profession to evaluate the 黑料传送门 programs鈥� impact on teacher success. One tool we use is a pair of surveys sent to completers and their employers. Completers are asked if they are employed as teachers, employed but not as teachers, or if they are not employed. Completers who submitted the survey in 2022-2023 reported:

Teaching, full time 鈥� 74.37%

Teaching, part time 鈥� 6.01%

Total Teaching 鈥� 80.38%

Employed full time, but not in teaching 鈥� 10.44%

Employed part time, but not in teaching 鈥� 2.22%

4. Candidate Academic Performance Indicators

Tables 3 and 4 report on select measures of candidate/completer performance related to AAQEP Standards 1 and 2, including the program鈥檚 expectations for successful performance and indicators of the degree to which those expectations are met.

Table 3: Expectations and Performance on Standard 1: Candidate and Completer Performance

Provider-Selected Measures

Explanation of Performance Expectation

Level or Extent of Success in Meeting the Expectation

黑料传送门-TC is a competency-based program. All courses and all programs have embedded competencies.

In order pass a course, candidates must all demonstrate competencies at 3.0 GPA equivalent. In order to meet program completion requirements, candidates must pass all courses.

100% of completers meet program competencies.

Demonstration of Learning Progress (DOLP)*

(Previously Demonstration Teaching)

Final Evaluation

听

*TC transitioned to a new assessment with new scoring levels which took effect for this reporting period

DOLP evaluation is scored and evaluated by INTASC standards, with multiple aspect ratings within each standard. 听Eighty percent of the standards should be at the target level (2.40) or higher to indicate adequate progression. Scoring levels are:

0 = Not Effective鈥�鈥�

Performance is below the target of initial student interactions.鈥€�

1 = Beginning鈥�鈥�

Target performance at the end of the early clinical experiences, professional core and teaching methods courses鈥�

2 = Developing鈥�

Target performance at the end of the intermediate clinical experiences, Preclinical Experiences鈥�

3 = Effective鈥�

Target performance at the end of the culminating clinical experiences, Demonstration Teaching鈥�

NA = Not Observed鈥�

Used only for observations. Not observed is for classification of an aspect that was not observable or needing to be included based on the lesson delivered. All aspects of an evaluation must be able to be rated and include a measurable score.鈥�

DT evaluation was scored and evaluated by INTASC standards, with multiple aspect ratings within each standard. The expectation for candidates was 3.0 in order to pass. The scoring scale was:

0 = Not Observed. The candidate did not demonstrate the teaching practice.

1 = Emerging. The candidate demonstrates through their knowledge or skills that they require significant remediation to improve听

the teaching practice. The candidate requires sustained, intensive support in order to achieve success.

2 = Learning. The candidate demonstrates through their knowledge or skills that they are learning and require some additional practice to fully demonstrate competency for the teaching practice. The candidate lacks professional confidence and requires additional support in order to achieve success.

3 = Competent. The candidate demonstrates through their knowledge or skills that they are fully competent to meet the teaching practice. The candidate is generally confident, competent, and demonstrates potential for success.

Data reflect cumulative ratings, or all iterations of the assessments taken by all students during the designated data cycle.

听

Demonstration of Learning Progress (DOLP)

Fall 2022 = 2.95 (0-3 range)

Spring 2023 = 2.95 (0-3 range)

Demonstration Teaching (DT)

Fall 2021= 3.58 (0-4 range)

Spring 2022 = 3.66 (0-4 range)

Licensure Exams

Pass with score greater than 80%

The overall pass rate on Praxis was 86.71% in 2022-2023.

Provider-Selected Measures

Explanation of Performance Expectation

Provider-Selected Measures

Level or Extent of Success in Meeting the Expectation

黑料传送门-TC is a competency-based program. All courses and all programs have embedded competencies.

In order pass a course, candidates must all demonstrate competencies at 3.0 GPA equivalent. In order to meet program completion requirements, candidates must pass all courses.

黑料传送门-TC is a competency-based program. All courses and all programs have embedded competencies.

100% of completers meet program competencies.

Demonstration of Learning Progress (DOLP)*

(Previously Demonstration Teaching)

Final Evaluation

听

*TC transitioned to a new assessment with new scoring levels which took effect for this reporting period

0 = Not Effective鈥�鈥�

Performance is below the target of initial student interactions.鈥€�

1 = Beginning鈥�鈥�

Target performance at the end of the early clinical experiences, professional core and teaching methods courses鈥�

2 = Developing鈥�

Target performance at the end of the intermediate clinical experiences, Preclinical Experiences鈥�

3 = Effective鈥�

Target performance at the end of the culminating clinical experiences, Demonstration Teaching鈥�

NA = Not Observed鈥�

DT evaluation was scored and evaluated by INTASC standards, with multiple aspect ratings within each standard. The expectation for candidates was 3.0 in order to pass. The scoring scale was:

0 = Not Observed. The candidate did not demonstrate the teaching practice.

1 = Emerging. The candidate demonstrates through their knowledge or skills that they require significant remediation to improve听

the teaching practice. The candidate requires sustained, intensive support in order to achieve success.

Demonstration of Learning Progress (DOLP)*

(Previously Demonstration Teaching)

Final Evaluation

听

*TC transitioned to a new assessment with new scoring levels which took effect for this reporting period

Data reflect cumulative ratings, or all iterations of the assessments taken by all students during the designated data cycle.

听

Demonstration of Learning Progress (DOLP)

Fall 2022 = 2.95 (0-3 range)

Spring 2023 = 2.95 (0-3 range)

Demonstration Teaching (DT)

Fall 2021= 3.58 (0-4 range)

Spring 2022 = 3.66 (0-4 range)

Licensure Exams

Pass with score greater than 80%

Licensure Exams

The overall pass rate on Praxis was 86.71% in 2022-2023.

Table 4. Expectations and Performance on Standard 2: Completer Professional Competence and Growth

Provider-Selected Measures

Explanation of Performance Expectation

Level or Extent of Success in Meeting the Expectation

EdTPA

The overall pass rate for the EdTPA for TC is greater than 90%. As a program requirement, candidates are expected to achieve the minimum performance expectation that 黑料传送门 has established.听

The overall pass rate on EdTPA was 94.27% in 2022-2023.

Demonstration of Learning Progress (DOLP)*

(Previously Demonstration Teaching)

Final Evaluation

听

*TC transitioned to a new assessment with new scoring levels which took effect for this reporting period

DOLP evaluation is scored and evaluated by INSTC standards, with multiple aspect ratings within each standard. Eighty percent of the standards should be at the target level (2.4) or higher to indicate adequate progression.

Scoring levels report are:

0 = Not Effective鈥�鈥�

Performance is below the target of initial student interactions.鈥€�

1 = Beginning鈥�鈥�

Target performance at the end of the early clinical experiences, professional core and teaching methods courses鈥�

2 = Developing鈥�

Target performance at the end of the intermediate clinical experiences, Preclinical Experiences鈥�

3 = Effective鈥�

Target performance at the end of the culminating clinical experiences, Demonstration Teaching鈥�

NA = Not Observed鈥�

DT evaluation was scored and evaluated by INTASC standards, with multiple aspect ratings within each standard. The expectation for candidates was 3.0 in order to pass. The scoring scale was:

0 = Not Observed. The candidate did not demonstrate the teaching practice.

1 = Emerging. The candidate demonstrates through their knowledge or skills that they require significant remediation to improve the teaching practice. The candidate requires sustained, intensive support in order to achieve success.

2 = Learning. The candidate demonstrates through their knowledge or skills that they are learning and require some additional practice to demonstrate competency for the teaching practice. The candidate lacks professional confidence and requires additional support in order to achieve success.

4 = Exemplary. The candidate demonstrates through their knowledge and skills above what is expected for a competent candidate听related to the teaching practice. The candidate exudes confidence, composure, and competence, is able to work with increasing independence, and demonstrates a strong potential for success.

Data reflect cumulative ratings for all iterations of the assessments taken by all students during the designated data cycle.

Demonstration of Learning Progress (DOLP)

Fall 2022 = 2.89 (0-3 range)

Spring 2023= 2.90 (0-3 range)

Demonstration Teaching (DT)

Fall 2021 = 3.45 (0-4 range)

Spring 2022 = 3.52 (0-4 range)

Professional Portfolio

Candidates must achieve competency in all performance aspects as measured by the task rubrics.听 The scoring levels are:

0 = Not evidence

1 = Approaching competency

2 = Competency achieved

Data reflect cumulative ratings for all iterations of the assessments taken by all candidates during the designated data cycle. All candidates must achieve a final competent rating in order to pass.

Fall 2021 = 1.94 (0-2 range)

Spring 2022 = 1.94 (0-2 range)

Fall 2022 = 1.94 (0-2 range)

Spring 2023 = 1.96 (0-2 range)

Provider-Selected Measures

Explanation of Performance Expectation

Provider-Selected Measures

Level or Extent of Success in Meeting the Expectation

EdTPA

The overall pass rate on EdTPA was 94.27% in 2022-2023.

Demonstration of Learning Progress (DOLP)*

(Previously Demonstration Teaching)

Final Evaluation

听

*TC transitioned to a new assessment with new scoring levels which took effect for this reporting period

Scoring levels report are:

0 = Not Effective鈥�鈥�

Performance is below the target of initial student interactions.鈥€�

1 = Beginning鈥�鈥�

Target performance at the end of the early clinical experiences, professional core and teaching methods courses鈥�

2 = Developing鈥�

Target performance at the end of the intermediate clinical experiences, Preclinical Experiences鈥�

3 = Effective鈥�

Target performance at the end of the culminating clinical experiences, Demonstration Teaching鈥�

NA = Not Observed鈥�

DT evaluation was scored and evaluated by INTASC standards, with multiple aspect ratings within each standard. The expectation for candidates was 3.0 in order to pass. The scoring scale was:

0 = Not Observed. The candidate did not demonstrate the teaching practice.

Demonstration of Learning Progress (DOLP)*

(Previously Demonstration Teaching)

Final Evaluation

听

*TC transitioned to a new assessment with new scoring levels which took effect for this reporting period

Data reflect cumulative ratings for all iterations of the assessments taken by all students during the designated data cycle.

Demonstration of Learning Progress (DOLP)

Fall 2022 = 2.89 (0-3 range)

Spring 2023= 2.90 (0-3 range)

Demonstration Teaching (DT)

Fall 2021 = 3.45 (0-4 range)

Spring 2022 = 3.52 (0-4 range)

Professional Portfolio

Candidates must achieve competency in all performance aspects as measured by the task rubrics.听 The scoring levels are:

0 = Not evidence

1 = Approaching competency

2 = Competency achieved

Professional Portfolio

Data reflect cumulative ratings for all iterations of the assessments taken by all candidates during the designated data cycle. All candidates must achieve a final competent rating in order to pass.

Fall 2021 = 1.94 (0-2 range)

Spring 2022 = 1.94 (0-2 range)

Fall 2022 = 1.94 (0-2 range)

Spring 2023 = 1.96 (0-2 range)

5. Notes on Progress, Accomplishment, and Innovation

This section describes program accomplishments, efforts, and innovations (strengths and outcomes) to address challenges and priorities over the past year.听

Improvements in Literacy Instruction: School of Education received two grants from the Lily Endowment in Indiana aimed at improving the Science of Reading (SoR). As part of TC鈥檚 initial work, literacy courses in Elementary Education and Special Education programs were revised to include content on SoR, four faculty members have undergone extensive professional learning to become subject matter experts in SoR, professional learning was provided to all TC faculty, and 10 faculty members are currently undergoing LETRS training.

TC is participating in transformative work by engaging with national leaders in apprenticeships. The apprenticeship model is new in educator preparation, and TC is collaborating with partners across the nation to lead this work.

About 黑料传送门

Inspiring Stories of 黑料传送门-Educated Teachers

"My degree (B.A. Special Education) from 黑料传送门 has allowed me to help both special-needs students and their families, and I've felt well-prepared since day one on the job."

Miranda Good
黑料传送门 alum

Half of what I learned from my master鈥檚 at 黑料传送门 is a model for my classroom: tailoring curriculum for each student, checking in with them while giving them freedom, reducing structure and giving room for kids to learn how they learn best.鈥�

Joel Bianchi,
M.A. Science Education (Physics)