PageSourceSearch

https://www.edpreppartners.org/edprepinsights

html edpreppartners.org collected 2026-10-04 13:34:29 UTC 495,987 bytes, 2,524 lines download raw bytes

1<!doctype html >
2<html xmlns="http://www.w3.org/1999/xhtml" lang="en"
3      class="ios-preview-native-scroll">
4<head>
5    <meta charset="utf-8">
6    
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45<script type="text/javascript">
46    window._currentDevice = 'desktop';
47    window.Parameters = window.Parameters || {
48        HomeUrl: 'https://www.edpreppartners.org/',
49
50        SystemID: 'US_DIRECT_PRODUCTION',
51        SiteAlias: '9beebeba',
52        SiteType: atob('RFVEQU9ORQ=='),
53        PublicationDate: 'Oct 01, 2026',
54        ExternalUid: null,
55        IsSiteMultilingual: false,
56        InitialPostAlias: '',
57        InitialPostPageUuid: '',
58        InitialDynamicItem: '',
59        DynamicPageInfo: {
60            isDynamicPage: false,
61            base64JsonRowData: 'null',
62        },
63        InitialPageAlias: 'edprepinsights',
64        InitialPageUuid: 'be394123135c477483e9ec388616daff',
65        InitialPageId: '1215292935',
66        InitialEncodedPageAlias: 'ZWRwcmVwaW5zaWdodHM=',
67        InitialHeaderUuid: 'f342e07c82c04b0382ba163abf3f23c1',
68        CurrentPageUrl: '',
69        IsCurrentHomePage: false,
70        AllowAjax: false,
71        AfterAjaxCommand: null,
72        HomeLinkText: 'Back To Home',
73        UseGalleryModule: false,
74        CurrentThemeName: 'Layout Theme',
75        ThemeVersion: '500000',
76        DefaultPageAlias: '',
77        RemoveDID: true,
78        WidgetStyleID: null,
79        IsHeaderFixed: false,
80        IsHeaderSkinny: false,
81        IsBfs: true,
82        StorePageAlias: 'null',
83        StorePagesUrls: 'e30=',
84        IsNewStore: 'false',
85        StorePath: '',
86        StoreId: 'null',
87        StoreVersion: 0,
88        StoreBaseUrl: '',
89        StoreCleanUrl: true,
90        StoreDisableScrolling: true,
91        IsStoreSuspended: false,
92        HasCustomDomain: true,
93        SimpleSite: false,
94        showCookieNotification: false,
95        cookiesNotificationMarkup: 'null',
96        translatedPageUrl: '',
97        isFastMigrationSite: false,
98        sidebarPosition: 'NA',
99        currentLanguage: 'en',
100        currentLocale: 'en',
101        NavItems: '{}',
102        errors: {
103            general: 'There was an error connecting to the page.<br/> Make sure you are not offline.',
104            password: 'Incorrect name/password combination',
105            tryAgain: 'Try again'
106        },
107        
108        mapConsent: {
109            message: 'This content is served by a third party, {0}. If enabled, {0} may collect information about your activity.',
110            enable: 'Enable'
111        },
112        NavigationAreaParams: {
113            ShowBackToHomeOnInnerPages: true,
114            NavbarSize: 4,
115            NavbarLiveHomePage: 'https://www.edpreppartners.org/',
116            BlockContainerSelector: '.dmBody',
117            NavbarSelector: '#dmNav:has(a)',
118            SubNavbarSelector: '#subnav_main'
119        },
120        hasCustomCode: true,
121        planID: '7',
122        customTemplateId: 'null',
123        siteTemplateId: 'null',
124        productId: 'DM_DIRECT',
125        disableTracking: false,
126        pageType: 'FROM_SCRATCH',
127        isRuntimeServer: true,
128        isInEditor: false,
129        isInPreview: false,
130        hasNativeStore: false,
131        defaultLang: 'en',
132        hamburgerMigration: null,
133        isFlexSite: false
134    };
135
136    window.Parameters.LayoutID = {};
137    window.Parameters.LayoutID[window._currentDevice] = 6;
138    window.Parameters.LayoutVariationID = {};
139    window.Parameters.LayoutVariationID[window._currentDevice] = 5;
140</script>
140
141
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163<!-- Injecting site-wide to the head -->
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183<script type="text/javascript" id="d_track_campaign" data-entry-referrer>
184    (function() {
185        if (!window.location.search) {
186            return;
187        }
188        const cleanParams = window.location.search.substring(1); // Strip ?
189        const queryParams = cleanParams.split('&');
190
191        const expires = 'expires=' + new Date().getTime() + 24 * 60 * 60 * 1000;
192        const domain = 'domain=' + window.location.hostname;
193        const path = "path=/";
194
195        queryParams.forEach((param) => {
196            const [key, value = ''] = param.split('=');
197            if (key.startsWith('utm_')) {
198                const cookieName = "_dm_rt_" + key.substring(4);
199                const cookie = cookieName + "=" + value;
200                const joined = [cookie, expires, domain, path].join(";");
201                document.cookie = joined;
202            }
203        });
204    }());
205</script>
205
206
207<script type="text/javascript" >
208    var _dm_gaq = {};
209    var _gaq = _gaq || [];
210    var _dm_insite = [];
211</script>
211
212
213
214
215
216<script>
217    const siteGoogleAnalyticsTagIds = ['AW-17633630307', 'G-GXJMQ1KN3Q'];
218    (function (w, i, g) { w[g] = w[g] || []; if (typeof w[g].push == 'function') w[g].push.apply(w[g], i) })
219    (window, siteGoogleAnalyticsTagIds, 'google_tags_first_party');
220</script>
vendor: 1 bytes, line 220
220
221<script async src="/fyb52nqswd-9beebeba/y4zCsYd2qDq2-VwCmSiwmOoCVt58hg"></script>
vendor: 1 bytes, line 221
221
222<script async src="/hwj36ctlrx-9beebeba/y4zCsYd2rkDckCF5-yrN5elgfIY"></script>
222
223
224<script type="text/javascript" id="d_track_ga">
225    window.dataLayer = window.dataLayer || [];
226    _dm_gaq.siteAlias = '9beebeba';
227    _dm_gaq.externalGaqID = 'non-empty';
228
229    function gtag() { dataLayer.push(arguments); }
230
231    function pushInsiteImpressions(id) {
232        _dm_insite.forEach((rule) => {
233            _dm_gaq.pushEvent(id, 'insite_impression', 'insite', rule.ruleType + '__' + rule.ruleId);
234        });
235    }
236
237    _dm_gaq.pushEvent = function(trackingId, event, category, label, value, additionalParams = {}) {
238        const eventProps = {
239            event_category: category,
240            event_label: label,
241            value,
242            ...additionalParams
243        };
244        gtag('event', event, eventProps);
245    }
246
247    gtag('js', new Date())
248
249    
250gtag('set', 'developer_id.dMDU5Nj', true);
251gtag('set', 'developer_id.dYmRlZG', true);
252gtag('set', 'developer_id.dMWY5NG', true);
253gtag('config', 'AW-17633630307', {
254    'send_page_view': false,
255    'linker': {
256        'domains': ['www.edpreppartners.org']
257    }
258});
259gtag('config', 'G-GXJMQ1KN3Q', {
260    'send_page_view': false,
261    'linker': {
262        'domains': ['www.edpreppartners.org']
263    }
264});
265
266    _dm_gaq.pushEvent('', 'page_view');
267
268    pushInsiteImpressions(_dm_gaq.externalGaqID);
269</script>
269
270
271
272
273
274
275<!-- End Injecting site-wide to the head -->
276
277<!-- Inject secured cdn script -->
278
279
280<!-- ========= Meta Tags ========= -->
281<!-- PWA settings -->
282<script>
283    function toHash(str) {
284        var hash = 5381, i = str.length;
285        while (i) {
286            hash = hash * 33 ^ str.charCodeAt(--i)
287        }
288        return hash >>> 0
289    }
290</script>
vendor: 1 bytes, line 290
290
291<script>
292    (function (global) {
293    //const cacheKey = global.cacheKey;
294    const isOffline = 'onLine' in navigator && navigator.onLine === false;
295    const hasServiceWorkerSupport = 'serviceWorker' in navigator;
296    if (isOffline) {
297        console.log('offline mode');
298    }
299    if (!hasServiceWorkerSupport) {
300        console.log('service worker is not supported');
301    }
302    if (hasServiceWorkerSupport && !isOffline) {
303        window.addEventListener('load', function () {
304            const serviceWorkerPath = '/runtime-service-worker.js?v=3';
305            navigator.serviceWorker
306                .register(serviceWorkerPath, { scope: './' })
307                .then(
308                    function (registration) {
309                        // Registration was successful
310                        console.log(
311                            'ServiceWorker registration successful with scope: ',
312                            registration.scope
313                        );
314                    },
315                    function (err) {
316                        // registration failed :(
317                        console.log('ServiceWorker registration failed: ', err);
318                    }
319                )
320                .catch(function (err) {
321                    console.log(err);
322                });
323        });
324
325        // helper function to refresh the page
326        var refreshPage = (function () {
327            var refreshing;
328            return function () {
329                if (refreshing) return;
330                // prevent multiple refreshes
331                var refreshkey = 'refreshed' + location.href;
332                var prevRefresh = localStorage.getItem(refreshkey);
333                if (prevRefresh) {
334                    localStorage.removeItem(refreshkey);
335                    if (Date.now() - prevRefresh < 30000) {
336                        return; // dont go into a refresh loop
337                    }
338                }
339                refreshing = true;
340                localStorage.setItem(refreshkey, Date.now());
341                console.log('refereshing page');
342                window.location.reload();
343            };
344        })();
345
346        function messageServiceWorker(data) {
347            return new Promise(function (resolve, reject) {
348                if (navigator.serviceWorker.controller) {
349                    var worker = navigator.serviceWorker.controller;
350                    var messageChannel = new MessageChannel();
351                    messageChannel.port1.onmessage = replyHandler;
352                    worker.postMessage(data, [messageChannel.port2]);
353                    function replyHandler(event) {
354                        resolve(event.data);
355                    }
356                } else {
357                    resolve();
358                }
359            });
360        }
361    }
362})(window);
363</script>
363
364<!-- Add manifest -->
365<!-- End PWA settings -->
366
367
368
369<link rel="canonical" href="https://www.edpreppartners.org/edprepinsights">
370
371<meta id="view" name="viewport" content="initial-scale=1, minimum-scale=1, maximum-scale=5, viewport-fit=cover">
372
373<meta name="apple-mobile-web-app-capable" content="yes">
374<title>EDPREP INSIGHTS
375</title>
376
377<!--Add favorites icons-->
378
379<link rel="icon" type="image/x-icon" href="https://irp.cdn-website.com/9beebeba/site_favicon_16_1741103386704.ico"/>
380
381<!-- End favorite icons -->
382<link rel="preconnect" href="https://irp.cdn-website.com"/>
383<link rel="preconnect" href="https://irp.cdn-website.com" crossorigin/>
384<link rel="preconnect" href="https://static.cdn-website.com"/>
385
386
387
388<!-- render the required CSS and JS in the head section -->
389<script id='d-js-dmapi'>
390    window.SystemID = 'US_DIRECT_PRODUCTION';
391
392    if (!window.dmAPI) {
393        window.dmAPI = {
394            registerExternalRuntimeComponent: function () {
395            },
396            getCurrentDeviceType: function () {
397                return window._currentDevice;
398            },
399            runOnReady: (ns, fn) => {
400                const safeFn = dmAPI.toSafeFn(fn);
401                ns = ns || 'global_' + Math.random().toString(36).slice(2, 11);
402                const eventName = 'afterAjax.' + ns;
403
404                if (document.readyState === 'complete') {
405                    $.DM.events.off(eventName).on(eventName, safeFn);
406                    setTimeout(function () {
407                        safeFn({
408                            isAjax: false,
409                        });
410                    }, 0);
411                } else {
412                    window?.waitForDeferred?.('dmAjax', () => {
413                        $.DM.events.off(eventName).on(eventName, safeFn);
414                        safeFn({
415                            isAjax: false,
416                        });
417                    });
418                }
419            },
420            toSafeFn: (fn) => {
421                if (fn?.safe) {
422                    return fn;
423                }
424                const safeFn = function (...args) {
425                    try {
426                        return fn?.apply(null, args);
427                    } catch (e) {
428                        console.log('function failed ' + e.message);
429                    }
430                };
431                safeFn.safe = true;
432                return safeFn;
433            }
434        };
435    }
436
437    if (!window.requestIdleCallback) {
438        window.requestIdleCallback = function (fn) {
439            setTimeout(fn, 0);
440        }
441    }
442</script>
442
443
444<!-- loadCSS function header.jsp-->
445
446
447
448
449
450
451<script id="d-js-load-css">
452/**
453 * There are a few <link> tags with CSS resource in them that are preloaded in the page
454 * in each of those there is a "onload" handler which invokes the loadCSS callback
455 * defined here.
456 * We are monitoring 3 main CSS files - the runtime, the global and the page.
457 * When each load we check to see if we can append them all in a batch. If threre
458 * is no page css (which may happen on inner pages) then we do not wait for it
459 */
460(function () {
461  let cssLinks = {};
462  function loadCssLink(link) {
463    link.onload = null;
464    link.rel = "stylesheet";
465    link.type = "text/css";
466  }
467  
468    function checkCss() {
469      const pageCssLink = document.querySelector("[id*='CssLink']");
470      const widgetCssLink = document.querySelector("[id*='widgetCSS']");
471
472        if (cssLinks && cssLinks.runtime && cssLinks.global && (!pageCssLink || cssLinks.page) && (!widgetCssLink || cssLinks.widget)) {
473            const storedRuntimeCssLink = cssLinks.runtime;
474            const storedPageCssLink = cssLinks.page;
475            const storedGlobalCssLink = cssLinks.global;
476            const storedWidgetCssLink = cssLinks.widget;
477
478            storedGlobalCssLink.disabled = true;
479            loadCssLink(storedGlobalCssLink);
480
481            if (storedPageCssLink) {
482                storedPageCssLink.disabled = true;
483                loadCssLink(storedPageCssLink);
484            }
485
486            if(storedWidgetCssLink) {
487                storedWidgetCssLink.disabled = true;
488                loadCssLink(storedWidgetCssLink);
489            }
490
491            storedRuntimeCssLink.disabled = true;
492            loadCssLink(storedRuntimeCssLink);
493
494            requestAnimationFrame(() => {
495                setTimeout(() => {
496                    storedRuntimeCssLink.disabled = false;
497                    storedGlobalCssLink.disabled = false;
498                    if (storedPageCssLink) {
499                      storedPageCssLink.disabled = false;
500                    }
501                    if (storedWidgetCssLink) {
502                      storedWidgetCssLink.disabled = false;
503                    }
504                    // (SUP-4179) Clear the accumulated cssLinks only when we're
505                    // sure that the document has finished loading and the document 
506                    // has been parsed.
507                    if(document.readyState === 'interactive') {
508                      cssLinks = null;
509                    }
510                }, 0);
511            });
512        }
513    }
514  
515
516  function loadCSS(link) {
517    try {
518      var urlParams = new URLSearchParams(window.location.search);
519      var noCSS = !!urlParams.get("nocss");
520      var cssTimeout = urlParams.get("cssTimeout") || 0;
521
522      if (noCSS) {
523        return;
524      }
525      if (link.href && link.href.includes("d-css-runtime")) {
526        cssLinks.runtime = link;
527        checkCss();
528      } else if (link.id === "siteGlobalCss") {
529        cssLinks.global = link;
530        checkCss();
531      } 
532      
533      else if (link.id && link.id.includes("CssLink")) {
534        cssLinks.page = link;
535        checkCss();
536      } else if (link.id && link.id.includes("widgetCSS")) {
537        cssLinks.widget = link;
538        checkCss();
539      }
540      
541      else {
542        requestIdleCallback(function () {
543          window.setTimeout(function () {
544            loadCssLink(link);
545          }, parseInt(cssTimeout, 10));
546        });
547      }
548    } catch (e) {
549      throw e
550    }
551  }
552  window.loadCSS = window.loadCSS || loadCSS;
553})();
554</script>
554
555
556
557
558<script data-role="deferred-init" type="text/javascript">
559    /* usage: window.getDeferred(<deferred name>).resolve() or window.getDeferred(<deferred name>).promise.then(...)*/
560    function Def() {
561        this.promise = new Promise((function (a, b) {
562            this.resolve = a, this.reject = b
563        }).bind(this))
564    }
565
566    const defs = {};
567    window.getDeferred = function (a) {
568        return null == defs[a] && (defs[a] = new Def), defs[a]
569    }
570    window.waitForDeferred = function (b, a, c) {
571        let d = window?.getDeferred?.(b);
572        d
573            ? d.promise.then(a)
574            : c && ["complete", "interactive"].includes(document.readyState)
575                ? setTimeout(a, 1)
576                : c
577                    ? document.addEventListener("DOMContentLoaded", a)
578                    : console.error(`Deferred  does not exist`);
579    };
580</script>
580
581<style id="forceCssIncludes">
582    /* This file is auto-generated from a `scss` file with the same name */
583
584.videobgwrapper{overflow:hidden;position:absolute;z-index:0;width:100%;height:100%;top:0;left:0;pointer-events:none;border-radius:inherit}.videobgframe{position:absolute;width:101%;height:100%;top:50%;left:50%;transform:translateY(-50%) translateX(-50%);object-fit:fill}#dm video.videobgframe{margin:0}@media (max-width:767px){.dmRoot .dmPhotoGallery.newPhotoGallery:not(.photo-gallery-done){min-height:80vh}}@media (min-width:1025px){.dmRoot .dmPhotoGallery.newPhotoGallery:not(.photo-gallery-done){min-height:45vh}}@media (min-width:768px) and (max-width:1024px){.responsiveTablet .dmPhotoGallery.newPhotoGallery:not(.photo-gallery-done){min-height:45vh}}#dm [data-show-on-page-only]{display:none!important}#dmRoot div.stickyHeaderFix div.site_content{margin-top:0!important}#dmRoot div.stickyHeaderFix div.hamburger-header-container{position:relative}@media (min-width:768px) and (max-width:1024px){.responsiveTablet #dm .dmInner .hide-for-medium,[data-hidden-on-tablet]{display:none!important}}
585    
586
587</style>
588<style id="cssVariables" type="text/css">
589    :root {
590  --color_1: rgba(255, 255, 255, 1);
591  --color_2: rgba(248, 193, 38, 1);
592  --color_3: rgba(27, 126, 186, 1);
593  --color_4: rgba(18, 65, 85, 1);
594  --color_5: rgba(0, 0, 0, 1);
595  --color_6: rgba(0, 0, 0, 0.4);
596  --color_7: rgba(0, 46, 89, 1);
597  --color_8: rgba(149, 190, 132, 1);
598}
599</style>
600
601
602
603
604
605
606
607
608
609
610
611
612
613
614
615
616
617
618
619
620
621
622
623
624
625<!-- Google Fonts Include -->
626
627
628
629
630
631
632
633
634
635
636
637
638
639<!-- loadCSS function fonts.jsp-->
640
641
642
643<link type="text/css" rel="stylesheet" href="https://irp.cdn-website.com/fonts/css2?family=Inter:[email protected]&family=Amiko:wght@400;600;700&family=Barlow:wght@100;200;300;400;500;600;700;800;900&family=Montserrat:[email protected]&family=Source+Sans+Pro:wght@200;300;400;600;700;900&family=Droid+Serif:wght@400;700&amp;subset=latin-ext&amp;display=swap"  />
644
645
646
647
648
649<!-- RT CSS Include d-css-runtime-desktop-one-package-structured-global-->
650<link rel="stylesheet" type="text/css" href="https://static.cdn-website.com/mnlt/production/6813/_dm/s/rt/dist/css/d-css-runtime-desktop-one-package-structured-global.min.css" />
651
652<!-- End of RT CSS Include -->
653
654<link type="text/css" rel="stylesheet" href="https://irp.cdn-website.com/WIDGET_CSS/b46045d0fd934158d6895268fe2f0427.css" id="widgetCSS" />
655
656<!-- Support `img` size attributes -->
657<style>img[width][height] {
658  height: auto;
659}</style>
660
661<!-- Support showing sticky element on page only -->
662<style>
663  body[data-page-alias="edprepinsights"] #dm [data-show-on-page-only="edprepinsights"] {
664    display: block !important;
665  }
666</style>
667
668<!-- This is populated in Ajax navigation -->
669<style id="pageAdditionalWidgetsCss" type="text/css">
670</style>
671
672
673
674
675<!-- Site CSS -->
676<link type="text/css" rel="stylesheet" href="https://irp.cdn-website.com/9beebeba/files/9beebeba_1.min.css?v=e937442058f86549f59aa0baf323231e" id="siteGlobalCss" />
677
678
679
680<style id="customWidgetStyle" type="text/css">
681    
682</style>
683<style id="innerPagesStyle" type="text/css">
684    
685</style>
686
687
688<style
689        id="additionalGlobalCss" type="text/css"
690>
691</style>
692
693<style id="pagestyle" type="text/css">
694    *#dm *.dmBody a.span.textonly
695{
696	color:rgb(255,255,255) !important;
697}
698*#dm *.dmBody div.dmform-error
699{
700	font-style:normal !important;
701}
702*#dm *.dmBody div.dmforminput textarea
703{
704	font-style:italic !important;
705}
706*#dm *.dmBody div.dmforminput *.fileUploadLink
707{
708	font-style:italic !important;
709}
710*#dm *.dmBody div.checkboxwrapper span
711{
712	font-style:italic !important;
713}
714*#dm *.dmBody div.radiowrapper span
715{
716	font-style:italic !important;
717}
718*#dm *.dmBody div.u_1213107879 .authorBar
719{
720	color:rgba(147,147,147,1) !important;
721}
722*#dm *.dmBody div.u_1213107879 .readMore a
723{
724	color:rgba(0,0,0,1) !important;
725}
726*#dm *.dmBody div.u_1213107879 .postDescription
727{
728	max-height:4.1em !important;
729}
730*#dm *.dmBody div.u_1223119059
731{
732	background-color:rgba(0,0,0,0) !important;
733}
734*#dm *.dmBody *.u_1392011549:before
735{
736	opacity:0.5 !important;
737	background-color:var(--color_1) !important;
738}
739*#dm *.dmBody *.u_1392011549.before
740{
741	opacity:0.5 !important;
742	background-color:var(--color_1) !important;
743}
744*#dm *.dmBody div.u_1392011549:before
745{
746	background-color:rgba(0,0,0,1) !important;
747	opacity:0.4 !important;
748}
749*#dm *.dmBody div.u_1392011549.before
750{
751	background-color:rgba(0,0,0,1) !important;
752	opacity:0.4 !important;
753}
754*#dm *.dmBody div.u_1769234532 .dmBlogSearchInput
755{
756	border-color:rgba(27,126,186,1) !important;
757	border-radius:10px 10px 10px 10px !important;
758	border-style:solid !important;
759	border-width:2px !important;
760	font-weight:700 !important;
761	color:var(--color_3) !important;
762}
763*#dm *.dmBody div.u_1769234532 .dmBlogSearchIcon
764{
765	color:var(--color_3) !important;
766}
767*#dm *.dmBody div.u_1213107879 .postTitle a
768{
769	font-family:'Montserrat' !important;
770}
771*#dm *.dmBody div.u_1392011549
772{
773	background-repeat:no-repeat !important;
774	background-image:url(https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/AdobeStock_939143979-2880w.jpeg) !important;
775}
776*#dm *.dmBody div.u_1213107879 .postArticle>.inner
777{
778	box-shadow:none !important;
779	-moz-box-shadow:none !important;
780	-webkit-box-shadow:none !important;
781	border-radius:0px !important;
782	-moz-border-radius:0px !important;
783	-webkit-border-radius:0px !important;
784	border-color:rgba(224,224,224,1) !important;
785	border-width:0px !important;
786	border-style:solid !important;
787}
788*#dm *.dmBody div.u_1213107879 .postArticle .blogImgLink
789{
790	height:381px !important;
791}
792*#dm *.dmBody div.u_1639566867 .authorBar
793{
794	color:rgba(147,147,147,1) !important;
795}
796*#dm *.dmBody div.u_1639566867 .readMore a
797{
798	color:rgba(0,0,0,1) !important;
799}
800*#dm *.dmBody div.u_1639566867 .postDescription
801{
802	max-height:4.1em !important;
803}
804*#dm *.dmBody div.u_1639566867 .postTitle a
805{
806	font-family:'Montserrat' !important;
807}
808*#dm *.dmBody div.u_1639566867 .postArticle>.inner
809{
810	box-shadow:none !important;
811	-moz-box-shadow:none !important;
812	-webkit-box-shadow:none !important;
813	border-radius:0px !important;
814	-moz-border-radius:0px !important;
815	-webkit-border-radius:0px !important;
816	border-color:rgba(224,224,224,1) !important;
817	border-width:0px !important;
818	border-style:solid !important;
819}
820*#dm *.dmBody div.u_1306608780
821{
822	background-color:rgba(255,255,255,1) !important;
823}
824*#dm *.dmBody div.u_1869217444
825{
826	background-color:rgba(255,255,255,1) !important;
827}
828*#dm *.dmBody div.u_1639566867 .postArticle .blogImgLink
829{
830	height:314px !important;
831}
832
833</style>
834
835<style id="pagestyleDevice" type="text/css">
836    *#dm *.d-page-1716942098 DIV.dmInner
837{
838	background-repeat:no-repeat !important;
839	background-size:cover !important;
840	background-attachment:fixed !important;
841	background-position:50% 50% !important;
842}
843*#dm *.d-page-1716942098 DIV#dmSlideRightNavRight
844{
845	background-repeat:no-repeat !important;
846	background-image:none !important;
847	background-size:cover !important;
848	background-attachment:fixed !important;
849	background-position:50% 50% !important;
850}
851*#dm *.dmBody div.u_1213107879 .authorBar
852{
853	font-size:13px !important;
854}
855*#dm *.dmBody div.u_1213107879 .readMore a
856{
857	font-size:14px !important;
858}
859*#dm *.dmBody div.u_1027403962
860{
861	margin-left:0px !important;
862	padding-top:0px !important;
863	padding-left:0px !important;
864	padding-bottom:0px !important;
865	margin-top:0px !important;
866	margin-bottom:0px !important;
867	margin-right:0px !important;
868	padding-right:0px !important;
869}
870*#dm *.dmBody div.u_1223119059
871{
872	padding-left:0px !important;
873	padding-right:0px !important;
874	padding-top:0px !important;
875	padding-bottom:0px !important;
876}
877*#dm *.dmBody div.u_1392011549
878{
879	padding-top:90px !important;
880	padding-bottom:90px !important;
881	padding-left:0px !important;
882	padding-right:0px !important;
883	background-attachment:initial !important;
884	background-size:cover !important;
885	float:none !important;
886	top:0px !important;
887	left:0 !important;
888	width:100% !important;
889	position:relative !important;
890	height:auto !important;
891	max-width:none !important;
892	min-width:0 !important;
893	text-align:start !important;
894	background-position:50% 50% !important;
895}
896*#dm *.dmBody div.u_1769234532
897{
898	float:none !important;
899	top:0px !important;
900	left:0 !important;
901	width:calc(100% - 265px) !important;
902	position:relative !important;
903	height:54px !important;
904	padding-top:0px !important;
905	padding-left:0px !important;
906	padding-bottom:0px !important;
907	min-height:auto !important;
908	margin-right:auto !important;
909	margin-left:auto !important;
910	max-width:670px !important;
911	margin-top:10px !important;
912	margin-bottom:0px !important;
913	padding-right:0px !important;
914	min-width:25px !important;
915	text-align:start !important;
916}
917*#dm *.dmBody div.u_1213107879
918{
919	display:block !important;
920	float:none !important;
921	top:0px !important;
922	left:0 !important;
923	width:calc(100% - 0px) !important;
924	position:relative !important;
925	height:auto !important;
926	padding-top:0px !important;
927	padding-left:0px !important;
928	padding-bottom:0px !important;
929	margin-right:auto !important;
930	margin-left:auto !important;
931	max-width:100% !important;
932	margin-top:20px !important;
933	margin-bottom:0px !important;
934	padding-right:0px !important;
935	min-width:25px !important;
936	text-align:start !important;
937	min-height:auto !important;
938}
939*#dm *.dmBody div.u_1769234532 .dmBlogSearchInput
940{
941	font-size:16px !important;
942}
943*#dm *.dmBody div.u_1213107879 .postTitle a
944{
945	font-size:22px !important;
946}
947*#dm *.dmBody *.u_1213107879 .postText *
948{
949	text-align:LEFT !important;
950}
951*#dm *.dmBody div.u_1306608780
952{
953	padding-top:53px !important;
954	padding-bottom:69px !important;
955	margin-left:0px !important;
956	padding-left:30px !important;
957	margin-top:0px !important;
958	margin-bottom:0px !important;
959	margin-right:0px !important;
960	padding-right:30px !important;
961	width:auto !important;
962	float:none !important;
963	top:0 !important;
964	left:0 !important;
965	position:relative !important;
966	height:auto !important;
967	min-height:auto !important;
968	max-width:100% !important;
969	min-width:0 !important;
970	text-align:start !important;
971}
972*#dm *.dmBody div.u_1639566867 .authorBar
973{
974	font-size:13px !important;
975}
976*#dm *.dmBody div.u_1639566867 .readMore a
977{
978	font-size:14px !important;
979}
980*#dm *.dmBody div.u_1879118725
981{
982	margin-left:0px !important;
983	padding-top:0px !important;
984	padding-left:0px !important;
985	padding-bottom:0px !important;
986	margin-top:0px !important;
987	margin-bottom:0px !important;
988	margin-right:0px !important;
989	padding-right:0px !important;
990}
991*#dm *.dmBody div.u_1639566867
992{
993	display:block !important;
994	float:none !important;
995	top:0px !important;
996	left:0 !important;
997	width:calc(100% - 0px) !important;
998	position:relative !important;
999	height:auto !important;
1000	padding-top:0px !important;
1001	padding-left:0px !important;
1002	padding-bottom:0px !important;
1003	margin-right:auto !important;
1004	margin-left:auto !important;
1005	max-width:100% !important;
1006	margin-top:20px !important;
1007	margin-bottom:0px !important;
1008	padding-right:0px !important;
1009	min-width:25px !important;
1010	text-align:start !important;
1011	min-height:auto !important;
1012}
1013*#dm *.dmBody div.u_1639566867 .postTitle a
1014{
1015	font-size:22px !important;
1016}
1017*#dm *.dmBody *.u_1639566867 .postText *
1018{
1019	text-align:LEFT !important;
1020}
1021*#dm *.dmBody div.u_1869217444
1022{
1023	padding-top:53px !important;
1024	padding-bottom:69px !important;
1025	padding-left:30px !important;
1026	padding-right:30px !important;
1027	width:auto !important;
1028	float:none !important;
1029	top:0 !important;
1030	left:0 !important;
1031	position:relative !important;
1032	height:auto !important;
1033	min-height:auto !important;
1034	max-width:100% !important;
1035	min-width:0 !important;
1036	text-align:start !important;
1037}
1038*#dm *.dmBody div.u_1639566867 .authorBar
1039{
1040	font-size:13px !important;
1041}
1042*#dm *.dmBody div.u_1639566867 .readMore a
1043{
1044	font-size:14px !important;
1045}
1046*#dm *.dmBody div.u_1879118725
1047{
1048	margin-left:0px !important;
1049	padding-top:0px !important;
1050	padding-left:0px !important;
1051	padding-bottom:0px !important;
1052	margin-top:0px !important;
1053	margin-bottom:0px !important;
1054	margin-right:0px !important;
1055	padding-right:0px !important;
1056}
1057*#dm *.dmBody div.u_1639566867
1058{
1059	display:block !important;
1060	float:none !important;
1061	top:0px !important;
1062	left:0 !important;
1063	width:calc(100% - 0px) !important;
1064	position:relative !important;
1065	height:auto !important;
1066	padding-top:0px !important;
1067	padding-left:0px !important;
1068	padding-bottom:0px !important;
1069	margin-right:auto !important;
1070	margin-left:auto !important;
1071	max-width:100% !important;
1072	margin-top:20px !important;
1073	margin-bottom:0px !important;
1074	padding-right:0px !important;
1075	min-width:25px !important;
1076	text-align:start !important;
1077	min-height:auto !important;
1078}
1079*#dm *.dmBody div.u_1639566867 .postTitle a
1080{
1081	font-size:22px !important;
1082}
1083*#dm *.dmBody *.u_1639566867 .postText *
1084{
1085	text-align:LEFT !important;
1086}
1087*#dm *.dmBody div.u_1869217444
1088{
1089	padding-top:53px !important;
1090	padding-bottom:69px !important;
1091	padding-left:30px !important;
1092	padding-right:30px !important;
1093	width:auto !important;
1094	float:none !important;
1095	top:0 !important;
1096	left:0 !important;
1097	position:relative !important;
1098	height:auto !important;
1099	min-height:auto !important;
1100	max-width:100% !important;
1101	min-width:0 !important;
1102	text-align:start !important;
1103}
1104
1105</style>
1106
1107<!-- Flex Sections CSS -->
1108
1109
1110
1111
1112
1113
1114
1115<style id="globalFontSizeStyle" type="text/css">
1116    
1117</style>
1118<style id="pageFontSizeStyle" type="text/css">
1119</style>
1120
1121
1122
1123
1124<style id="hideAnimFix">
1125  .dmDesktopBody:not(.editGrid) [data-anim-desktop]:not([data-anim-desktop='none']), .dmDesktopBody:not(.editGrid) [data-anim-extended] {
1126    visibility: hidden;
1127  }
1128
1129  .dmDesktopBody:not(.editGrid) .dmNewParagraph[data-anim-desktop]:not([data-anim-desktop='none']), .dmDesktopBody:not(.editGrid) .dmNewParagraph[data-anim-extended] {
1130    visibility: hidden !important;
1131  }
1132
1133  #dmRoot:not(.editGrid) .flex-element [data-anim-extended] {
1134    visibility: hidden;
1135  }
1136
1137</style>
1138
1139
1140
1141
1142<style id="fontFallbacks">
1143    @font-face {
1144  font-family: "Inter Fallback";
1145  src: local('Arial');
1146  ascent-override: 90.199%;
1147  descent-override: 22.4836%;
1148  size-adjust: 107.4014%;
1149  line-gap-override: 0%;
1150 }@font-face {
1151  font-family: "Amiko Fallback";
1152  src: local('Arial');
1153  ascent-override: 82.254%;
1154  descent-override: 35.9861%;
1155  size-adjust: 112.8212%;
1156  line-gap-override: 0%;
1157 }@font-face {
1158  font-family: "Arial Fallback";
1159  src: local('Arial');
1160  line-gap-override: 0%;
1161 }@font-face {
1162  font-family: "Barlow Fallback";
1163  src: local('Arial');
1164  ascent-override: 103.1323%;
1165  descent-override: 20.6265%;
1166  size-adjust: 96.9628%;
1167  line-gap-override: 0%;
1168 }@font-face {
1169  font-family: "Montserrat Fallback";
1170  src: local('Arial');
1171  ascent-override: 84.9466%;
1172  descent-override: 22.0264%;
1173  size-adjust: 113.954%;
1174  line-gap-override: 0%;
1175 }@font-face {
1176  font-family: "Georgia Fallback";
1177  src: local('Arial');
1178  ascent-override: 92.2092%;
1179  descent-override: 22.0458%;
1180  size-adjust: 99.4469%;
1181  line-gap-override: 0%;
1182 }
1183</style>
1184
1185
1186<!-- End render the required css and JS in the head section -->
1187
1188
1189
1190
1191
1192
1193
1194
1195
1196  <link type="application/rss+xml" rel="alternate" href="https://www.edpreppartners.org/feed/rss2"/>
1197  <link type="application/atom+xml" rel="alternate" href="https://www.edpreppartners.org/feed/atom"/>
1198  <meta property="og:type" content="website"/>
1199  <meta property="og:url" content="https://www.edpreppartners.org/edprepinsights"/>
1200  <!--Zoho Campaigns Web-Optin Form's Header Code Starts Here-->  <meta content="width=device-width,initial-scale=1.0, maximum-scale=1.0, user-scalable=0" name="viewport"/>
1201  
1201<script type="text/javascript" src="https://zcsub-cmpzourl.maillist-manage.com/js/optin.min.js" onload="setupSF('sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0','ZCFORMVIEW',false,'acc',false,'2')">
1202
1203
1204
1205
1206
1207
1208
1209
1210
1211  
1212  
1213  
1214  
1215  
1216  
1217  
1218  
1219  
1220
1221  
1222
1223  
1224
1225  
1226
1227  
1228
1229  </script>
1229
1230  
1230<script type="text/javascript">
1231
1232
1233
1234
1235
1236
1237
1238
1239
1240 function runOnFormSubmit_sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0(th){ /*Before submit, if you want to trigger your event, "include your code here"*/ }; 
1241  
1242  
1243  <!-- Google tag (gtag.js) -->
vendor: 64 bytes, line 1243
1243 <script async src="https://www.googletagmanager.com/gtag/js?id=
1243AW-17633630307
vendor: 33 bytes, lines 1243-1252
1243">
1244
1245  
1246
1247  
1248
1249  
1250
1251  </script>
1252  
1252<script>
1253
1254
1255
1256
1257
1258
1259
1260 
vendor: 127 bytes, line 1260
1260window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', '
1260AW-17633630307
vendor: 22 bytes, lines 1260-1268
1260'); 
1261
1262  
1263
1264  
1265
1266  
1267
1268  
1268</script>
1268
1269  <style>
1270    
1271    
1272    
1273    
1274    
1275    
1276    
1277    
1278    
1279    
1280    
1281    
1282    
1283     #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 #customForm *:not(.dateClass){ -webkit-box-sizing: border-box !important; -moz-box-sizing: border-box !important; box-sizing: border-box !important; word-break:break-word; overflow-wrap: break-word; } #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 .dateClass{ -webkit-box-sizing: unset!important; -moz-box-sizing: unset !important; box-sizing: unset !important; word-break:break-word; overflow-wrap: break-word; } /*** RESPONSIVE START */ @media only screen and (max-width: 319px){ #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 #signupMainDiv{ width:220px !important; min-width:220px !important; margin: 0px auto !important; } #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 #SIGNUP_PAGE{ padding:0px !important } #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 [changeitem="SIGNUP_FORM_FIELD"]{ width:94% !important; } #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 .zcinputbox{ width:100% !important; max-width:100% !important; float:none !important; } #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 #captchaDiv{ width:69.5% !important; } #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 #relCaptcha{ margin-right:11px !important; } #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 .recaptcha{ transform:scale(0.55);-webkit-transform:scale(0.55);transform-origin:0 0;-webkit-transform-origin:0 0;} } /*Major Mobiles*/ @media screen and (min-width: 320px) and (max-width: 580px){ #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 #signupMainDiv{ width:280px !important; min-width:280px !important; margin: 0px auto !important; } #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 .zcinputbox{ width:100% !important; max-width:100% !important; float:none !important; } #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 [changeitem="SIGNUP_FORM_FIELD"]{ width:95% !important; } #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 #captchaDiv{ width:72% !important; } #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 #captchaText{ width:96% !important; } #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 #relCaptcha{ margin-right:6px !important; } #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 #capRequired{ margin-right: -10px !important; } #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 .recaptcha{ transform:scale(0.72);-webkit-transform:scale(0.75);transform-origin:0 0;-webkit-transform-origin:0 0;} } @media screen and (min-width:581px) and (max-width: 767px){ #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 #signupMainDiv{ width:440px !important; min-width:440px !important; margin: 0px auto !important; } #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 .zcinputbox{ width:100% !important; max-width:100% !important; float:none !important; } #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 [changeitem="SIGNUP_FORM_FIELD"]{ width:95% !important; } #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 #captchaDiv{ width:84.4% !important; } #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 #captchaText{ width:96% !important; } #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 #relCaptcha{ margin-right:14px !important; } #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 #capRequired{ margin-right: -10px !important; } #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 .recaptcha{ transform:scale(1.13);-webkit-transform:scale(1.0);margin-bottom:40px;transform-origin:0 0;-webkit-transform-origin:0 0;} } /* Desktops and laptops ----------- */ @media only screen and (min-width : 1025px) { #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 #signupMainDiv{ width:600px !important; min-width:600px !important; margin: 0px auto !important; } #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 .recaptcha{ transform:scale(1.03);-webkit-transform:scale(1.08);transform-origin:0 0;-webkit-transform-origin:0 0;} } /* Large Screens */ @media only screen and (min-width : 1824px) { #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 #signupMainDiv{ width:600px !important; min-width:600px !important; margin: 0px auto !important; } #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 .recaptcha{ transform:scale(1.03);-webkit-transform:scale(1.08);transform-origin:0 0;-webkit-transform-origin:0 0;} } @media only screen and (min-device-width: 1200px) and (max-device-width:1200px){ #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 #signupMainDiv{ width:600px !important; min-width:600px !important; margin: 0px auto !important; } } /* iPads*/ @media only screen and (min-width : 768px) and (max-width : 1024px){ #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 #signupMainDiv{ width:500px !important; min-width:240px !important; margin: 0px auto !important; } #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 #captchaDiv{ width:86.8% !important; } #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 #relCaptcha{ margin-right:12px !important; } #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 .recaptcha{ transform:scale(0.90);-webkit-transform:scale(0.90);transform-origin:50% 50%;-webkit-transform-origin:0 0;} }
1283 /*** RESPONSIVE END */ #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 .bdr_btm_hover{background-color:#f9f9f9; padding:10px;} #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 .bdr_btm{padding:10px } #sf3z3cdc99cd3e159b477f2e7ace3bb614e72a1747e04de4ebbce07cc417ac1343f0 .f14{font-size:14px} large_form_6_css [changeitem="SIGNUP_FORM_FIELD"]{ box-sizing:initial !important; border-radius:0px !important; } 
1284  
1285  
1286  
1287  
1288  
1289  
1290  
1291  
1292  
1293  
1294  
1295  
1296  
1297  </style>
1298  <!--Zoho Campaigns Web-Optin Form's Header Code Ends Here-->  <meta property="og:image:type" content="image/png"/>
1299  <meta property="og:image:width" content="1200"/>
1300  <meta property="og:image:height" content="630"/>
1301  
1301<script type="text/javascript">
1302
1303
1304
1305
1306
1307
1308
1309
1310
1311  window._mfq = window._mfq || [];
1312  (function() {
1313    var mf = document.createElement("script");
1314    mf.type = "text/javascript"; mf.defer = true;
1315    mf.src = "//cdn.mouseflow.com/projects/4919c481-e2dd-4001-a567-52a7af1f5fee.js";
1316    document.getElementsByTagName("head")[0].appendChild(mf);
1317  })();
1318  
1319  
1320  
1321
1322  
1323
1324  
1325
1326  
1327
1328  
1329
1330  </script>
1330
1331
1332  <meta name="twitter:card" content="summary"/>
1333  <meta name="twitter:image" content="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/edprep-social-1920w.png"/>
1334  <meta property="og:image" content="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/edprep-social-1920w.png"/>
1335
1336
1337
1338
1339<!-- SYS- VVNfRElSRUNUX1BST0RVQ1RJT04= -->
1340</head>
1341
1342
1343
1344
1345
1346
1347
1348
1349
1350
1351
1352
1353
1354
1355
1356
1357
1358
1359
1360
1361
1362<body id="dmRoot" data-page-alias="edprepinsights"  class="dmRoot dmDesktopBody fix-mobile-scrolling addCanvasBorder dmResellerSite dmLargeBody responsiveTablet "
1363      style="padding:0;margin:0;"
1364      
1365    >
1366
1367
1368
1369
1370
1371
1372
1373
1374
1375
1376
1377
1378
1379
1380
1381<!-- ========= Site Content ========= -->
1382<div id="dm" class='dmwr'>
1383    
1384    <div class="dm_wrapper standard-var5 widgetStyle-3 standard">
1385         <div dmwrapped="true" id="1901957768" class="dm-home-page" themewaschanged="true"> <div dmtemplateid="Hamburger" data-responsive-name="ResponsiveDesktopTopTabletHamburger" class="runtime-module-container dm-bfs dm-layout-sec hasAnimations rows-1200 dmPageBody d-page-1716942098 inputs-css-clean dmFreeHeader" id="dm-outer-wrapper" data-page-class="1716942098" data-soch="true" data-background-parallax-selector=".dmHomeSection1, .dmSectionParallex"> <div id="dmStyle_outerContainer" class="dmOuter"> <div id="dmStyle_innerContainer" class="dmInner" data-auto="page-inner"> <div class="dmLayoutWrapper standard-var dmStandardDesktop"> <div id="site_content"> <div class="p_hfcontainer showOnMedium"> <div id="hamburger-drawer" class="hamburger-drawer layout-drawer" layout="e9d510f4eb904e939c2be8efaf777e6e===header" data-origin="side"> <div class="u_1843524807 dmRespRow" style="text-align: center;" id="1843524807"> <div class="dmRespColsWrapper" id="1784828075"> <div class="u_1759644205 dmRespCol small-12 medium-12 large-12 empty-column" id="1759644205"></div> 
1386</div> 
1387</div> 
1388 <div class="u_1962136191 dmRespRow middleDrawerRow" style="text-align: center;" id="1962136191"> <div class="dmRespColsWrapper" id="1535901216"> <div class="dmRespCol small-12 u_1361731990 medium-12 large-12" id="1361731990"> <nav class="u_1755486735 effect-bottom2 main-navigation unifiednav dmLinksMenu" data-auto="links-menu" role="navigation" layout-main="vertical_nav_layout_2" layout-sub="" data-show-vertical-sub-items="HIDE" id="1755486735" dmle_extension="onelinksmenu" data-element-type="onelinksmenu" data-logo-src="" alt="" data-nav-structure="VERTICAL" wr="true" icon="true" surround="true" adwords="" navigation-id="unifiedNav"> <ul role="menubar" class="unifiednav__container unav-top  " data-auto="navigation-pages"> <li role="menuitem" class=" unifiednav__item-wrap " data-auto="more-pages" data-depth="0"> <a href="/" class="unifiednav__item unav-item unav-top-item    " target="" data-target-page-alias="home"> <span class="nav-item-text " data-link-text="HOME" data-auto="page-text-style">HOME<span class="icon icon-angle-down" data-hidden-on-mobile="" data-hidden-on-desktop="" data-hidden-on-tablet=""></span> 
1389</span> 
1390</a> 
1391</li> 
1392 <li role="menuitem" class=" unifiednav__item-wrap " data-auto="more-pages" data-depth="0"> <a href="/#OURMISSION" class="unifiednav__item unav-item unav-top-item    " target="" data-target-page-alias="home#OURMISSION"> <span class="nav-item-text " data-link-text="OUR MISSION" data-auto="page-text-style">OUR MISSION<span class="icon icon-angle-down" data-hidden-on-mobile="" data-hidden-on-desktop="" data-hidden-on-tablet=""></span> 
1393</span> 
1394</a> 
1395</li> 
1396 <li role="menuitem" aria-haspopup="true" aria-expanded="false" data-sub-nav-menu="true" class=" unifiednav__item-wrap " data-auto="more-pages" data-depth="0"> <a href="/how-we-help" class="unifiednav__item unav-item unav-top-item    unifiednav__item_has-sub-nav" target="" data-target-page-alias="services"> <span class="nav-item-text " data-link-text="HOW WE HELP" data-auto="page-text-style">HOW WE HELP<span class="icon icon-angle-down"></span> 
1397</span> 
1398</a> 
1399 <ul role="menu" class="unifiednav__container unifiednav__container_sub-nav unav-sub" data-depth="0" data-auto="sub-pages"> <li role="menuitem" class=" unifiednav__item-wrap " data-auto="more-pages" data-depth="1"> <a href="/how-we-help#TECNHICALASSISTANCE" class="unifiednav__item unav-item     " target="" data-target-page-alias="services#TECNHICALASSISTANCE"> <span class="nav-item-text " data-link-text="TECHNICAL ASSISTANCE" data-auto="page-text-style">TECHNICAL ASSISTANCE<span class="icon icon-angle-right" data-hidden-on-mobile="" data-hidden-on-desktop="" data-hidden-on-tablet=""></span> 
1400</span> 
1401</a> 
1402</li> 
1403 <li role="menuitem" class=" unifiednav__item-wrap " data-auto="more-pages" data-depth="1"> <a href="/services#PROGRAMPERFORMANCEREVIEW" class="unifiednav__item unav-item     " target="" data-target-page-alias="services#PROGRAMPERFORMANCEREVIEW"> <span class="nav-item-text " data-link-text="PROGRAM PERFORMANCE REVIEW" data-auto="page-text-style">PROGRAM PERFORMANCE REVIEW<span class="icon icon-angle-right" data-hidden-on-mobile="" data-hidden-on-desktop="" data-hidden-on-tablet=""></span> 
1404</span> 
1405</a> 
1406</li> 
1407 <li role="menuitem" class=" unifiednav__item-wrap " data-auto="more-pages" data-depth="1"> <a href="/services#PATHWAYEXPANSION" class="unifiednav__item unav-item     " target="" data-target-page-alias="services#PATHWAYEXPANSION"> <span class="nav-item-text " data-link-text="PATHWAY EXPANSION" data-auto="page-text-style">PATHWAY EXPANSION<span class="icon icon-angle-right" data-hidden-on-mobile="" data-hidden-on-desktop="" data-hidden-on-tablet=""></span> 
1408</span> 
1409</a> 
1410</li> 
1411 <li role="menuitem" class=" unifiednav__item-wrap " data-auto="more-pages" data-depth="1"> <a href="/services#DATAINFORMEDPRACTICES" class="unifiednav__item unav-item     " target="" data-target-page-alias="services#DATAINFORMEDPRACTICES"> <span class="nav-item-text " data-link-text="DATA INFORMED PRACTICES" data-auto="page-text-style">DATA INFORMED PRACTICES<span class="icon icon-angle-right" data-hidden-on-mobile="" data-hidden-on-desktop="" data-hidden-on-tablet=""></span> 
1412</span> 
1413</a> 
1414</li> 
1415</ul> 
1416</li> 
1417 <li role="menuitem" class=" unifiednav__item-wrap " data-auto="more-pages" data-depth="0"> <a href="/who-we-are" class="unifiednav__item unav-item unav-top-item    " target="" data-target-page-alias="who-we-are"> <span class="nav-item-text " data-link-text="WHO WE ARE" data-auto="page-text-style">WHO WE ARE<span class="icon icon-angle-down" data-hidden-on-mobile="" data-hidden-on-desktop="" data-hidden-on-tablet=""></span> 
1418</span> 
1419</a> 
1420</li> 
1421 <li role="menuitem" aria-haspopup="true" aria-expanded="false" data-sub-nav-menu="true" class=" unifiednav__item-wrap " data-auto="more-pages" data-depth="0"> <a href="#" class="unifiednav__item unav-item unav-top-item    unifiednav__item_has-sub-nav" target="" data-target-page-alias=""> <span class="nav-item-text " data-link-text="INSIGHTS & PUBLICATIONS" data-auto="page-text-style">INSIGHTS &amp; PUBLICATIONS<span class="icon icon-angle-down"></span> 
1422</span> 
1423</a> 
1424 <ul role="menu" class="unifiednav__container unifiednav__container_sub-nav unav-sub" data-depth="0" data-auto="sub-pages"> <li role="menuitem" class=" unifiednav__item-wrap " data-auto="more-pages" data-depth="1"> <a href="/edprepinsights" class="unifiednav__item unav-item   dmNavItemSelected    " target="" data-target-page-alias="edprepinsights" aria-current="page" data-auto="selected-page"> <span class="nav-item-text " data-link-text="EDPREP INSIGHTS" data-auto="page-text-style">EDPREP INSIGHTS<span class="icon icon-angle-right" data-hidden-on-mobile="" data-hidden-on-desktop="" data-hidden-on-tablet=""></span> 
1425</span> 
1426</a> 
1427</li> 
1428 <li role="menuitem" class=" unifiednav__item-wrap " data-auto="more-pages" data-depth="1"> <a href="/our-publications" class="unifiednav__item unav-item     " target="" data-target-page-alias="our-publications"> <span class="nav-item-text " data-link-text="OUR PUBLICATIONS" data-auto="page-text-style">OUR PUBLICATIONS<span class="icon icon-angle-right" data-hidden-on-mobile="" data-hidden-on-desktop="" data-hidden-on-tablet=""></span> 
1429</span> 
1430</a> 
1431</li> 
1432 <li role="menuitem" class=" unifiednav__item-wrap " data-auto="more-pages" data-depth="1"> <a href="https://www.edpreppartners.org/beyond-access" class="unifiednav__item unav-item     " target="_blank" data-target-page-alias="https://www.edpreppartners.org/beyond-access"> <span class="nav-item-text " data-link-text="BEYOND ACCESS SERIES" data-auto="page-text-style">BEYOND ACCESS SERIES<span class="icon icon-angle-right" data-hidden-on-mobile="" data-hidden-on-desktop="" data-hidden-on-tablet=""></span> 
1433</span> 
1434</a> 
1435</li> 
1436</ul> 
1437</li> 
1438</ul> 
1439</nav> 
1440 <div class="u_1350906553 dmRespRow" id="1350906553"> <div class="dmRespColsWrapper" id="1885989237"> <div class="u_1669839032 dmRespCol small-12 medium-12 large-12" id="1669839032"> <div class="u_1041642042 align-center text-align-center dmSocialHub gapSpacing" id="1041642042" dmle_extension="social_hub" data-element-type="social_hub" wr="true" networks="" icon="true" surround="true" adwords=""> <div class="socialHubWrapper"> <div class="socialHubInnerDiv " data-auto="social-hub-inner"> <a href="https://www.linkedin.com/company/edprep-partners/" target="_blank" dm_dont_rewrite_url="true" aria-label="linkedin" onclick="dm_gaq_push_event &amp;&amp;
1440 dm_gaq_push_event(&apos;socialLink&apos;, &apos;click&apos;, &apos;Linkedin&apos;)"> <span class="dmSocialLinkedin icon-linkedin oneIcon socialHubIcon style4" aria-hidden="true" data-hover-effect=""></span> 
1441</a> 
1442</div> 
1443</div> 
1444</div> 
1445 <a data-display-type="block" class="u_1028877819 align-center dmButtonLink dmWidget dmWwr default dmOnlyButton dmDefaultGradient button_2" file="false" href="/#scroll_to_bottom" id="1028877819" data-element-type="dButtonLinkId" data-buttonstyle="ROUND_SIDES"> <span class="iconBg" id="1308032609"> <span class="icon hasFontIcon icon-star" id="1464089037"></span> 
1446</span> 
1447 <span class="text" id="1748750384">Contact Us</span> 
1448</a> 
1449</div> 
1450</div> 
1451</div> 
1452</div> 
1453</div> 
1454</div> 
1455 <div class="dmRespRow u_1798572783" style="text-align: center;" id="1798572783"> <div class="dmRespColsWrapper" id="1346492520"> <div class="u_1091634380 dmRespCol small-12 medium-12 large-12" id="1091634380"> <div class="u_1790633400 imageWidget align-center" data-element-type="image" data-widget-type="image" id="1790633400"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/EPP-Logo-4Csm-05-1920w.png" alt="" id="1620532880" class="" width="1920" height="979" data-dm-image-path="https://irp.cdn-website.com/9beebeba/dms3rep/multi/EPP-Logo-4Csm-05.png" onerror="handleImageLoadError(this)"/></div> 
1456</div> 
1457</div> 
1458</div> 
1459</div> 
1460 <div class="layout-drawer-overlay" id="layout-drawer-overlay"></div> 
1461</div> 
1462 <div class="site_content"> <div id="hamburger-header-container" class="showOnMedium hamburger-header-container p_hfcontainer"> <div id="hamburger-header" class="hamburger-header p_hfcontainer" layout="44dc38f951e9489490b055748e10ba9f===header"> <div class="u_1292909277 dmRespRow" style="text-align: center;" id="1292909277"> <div class="dmRespColsWrapper" id="1491656620"> <div class="dmRespCol small-12 u_1938274309 medium-4 large-4 empty-column content-removed" id="1938274309"></div> 
1463 <div class="dmRespCol small-12 medium-4 large-4" id="1474315460"> <div class="u_1726482561 imageWidget align-center" data-element-type="image" data-widget-type="image" id="1726482561"> <a href="/" id="1536715804" file="false"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/EPP+Logo+4Csm-05-1920w.png" id="1503320206" class="" data-dm-image-path="https://irp.cdn-website.com/9beebeba/dms3rep/multi/EPP+Logo+4Csm-05.png" width="1920" height="979" onerror="handleImageLoadError(this)"/></a> 
1464</div> 
1465</div> 
1466 <div class="dmRespCol small-12 medium-4 large-4 empty-column" id="1139269953"></div> 
1467</div> 
1468</div> 
1469</div> 
1470</div> 
1471 <button class="showOnMedium layout-drawer-hamburger hamburger-on-header" id="layout-drawer-hamburger" data-auto="layout-drawer-hamburger" aria-label="menu" aria-controls="hamburger-drawer" aria-expanded="false"> <span class="hamburger__slice"></span> 
1472 <span class="hamburger__slice"></span> 
1473 <span class="hamburger__slice"></span> 
1474</button> 
1475 <div class="dmHeaderContainer fHeader d-header-wrapper showOnLarge"> <div id="hcontainer" class="dmHeader p_hfcontainer u_hcontainer" freeheader="true" headerlayout="718" layout="3160be7e691447abbddc535d6cfafc7a===header" data-auto="header"> <div dm:templateorder="85" class="dmHeaderResp dmHeaderStack noSwitch" id="1709005236"> <div class="dmRespRow fullBleedChanged fullBleedMode u_1207498703" style="text-align: center;" id="1207498703"> <div class="dmRespColsWrapper" id="1255518508"> <div class="u_1270959392 dmRespCol small-12 large-2 medium-2" id="1270959392"> <div class="u_1727829263 imageWidget align-center" data-widget-type="image" id="1727829263" data-element-type="image"> <a href="/" id="1650082078" file="false"><img src="https://lirp.cdn-website.com/9beebeba/dms3rep/multi/opt/EPP+Logo+4Csm-05-1920w.png" id="1317830122" class="" data-dm-image-path="https://lirp.cdn-website.com/9beebeba/dms3rep/multi/opt/EPP+Logo+4Csm-05-1920w.png" onerror="handleImageLoadError(this)"/></a> 
1476</div> 
1477</div> 
1478 <div class="u_1906560465 dmRespCol small-12 large-8 medium-8" id="1906560465"> <nav class="u_1535761567 effect-bottom main-navigation unifiednav dmLinksMenu" data-auto="links-menu" role="navigation" layout-main="horizontal_nav_layout_1" layout-sub="submenu_horizontal_1" data-show-vertical-sub-items="HOVER" id="1535761567" dmle_extension="onelinksmenu" data-element-type="onelinksmenu" data-nav-structure="HORIZONTAL" wr="true" icon="true" surround="true" adwords="" navigation-id="unifiedNav"> <ul role="menubar" class="unifiednav__container unav-top  " data-auto="navigation-pages"> <li role="menuitem" class=" unifiednav__item-wrap " data-auto="more-pages" data-depth="0"> <a href="/" class="unifiednav__item unav-item unav-top-item    " target="" data-target-page-alias="home"> <span class="nav-item-text " data-link-text="HOME" data-auto="page-text-style">HOME<span class="icon icon-angle-down" data-hidden-on-mobile="" data-hidden-on-desktop="" data-hidden-on-tablet=""></span> 
1479</span> 
1480</a> 
1481</li> 
1482 <li role="menuitem" class=" unifiednav__item-wrap " data-auto="more-pages" data-depth="0"> <a href="/#OURMISSION" class="unifiednav__item unav-item unav-top-item    " target="" data-target-page-alias="home#OURMISSION"> <span class="nav-item-text " data-link-text="OUR MISSION" data-auto="page-text-style">OUR MISSION<span class="icon icon-angle-down" data-hidden-on-mobile="" data-hidden-on-desktop="" data-hidden-on-tablet=""></span> 
1483</span> 
1484</a> 
1485</li> 
1486 <li role="menuitem" aria-haspopup="true" aria-expanded="false" data-sub-nav-menu="true" class=" unifiednav__item-wrap " data-auto="more-pages" data-depth="0"> <a href="/how-we-help" class="unifiednav__item unav-item unav-top-item    unifiednav__item_has-sub-nav" target="" data-target-page-alias="services"> <span class="nav-item-text " data-link-text="HOW WE HELP" data-auto="page-text-style">HOW WE HELP<span class="icon icon-angle-down"></span> 
1487</span> 
1488</a> 
1489 <ul role="menu" class="unifiednav__container unifiednav__container_sub-nav unav-sub" data-depth="0" data-auto="sub-pages"> <li role="menuitem" class=" unifiednav__item-wrap " data-auto="more-pages" data-depth="1"> <a href="/how-we-help#TECHNICALASSISTANCE" class="unifiednav__item unav-item     " target="" data-target-page-alias="how-we-help#TECHNICALASSISTANCE"> <span class="nav-item-text " data-link-text="TECHNICAL ASSISTANCE" data-auto="page-text-style">TECHNICAL ASSISTANCE<span class="icon icon-angle-right" data-hidden-on-mobile="" data-hidden-on-desktop="" data-hidden-on-tablet=""></span> 
1490</span> 
1491</a> 
1492</li> 
1493 <li role="menuitem" class=" unifiednav__item-wrap " data-auto="more-pages" data-depth="1"> <a href="/how-we-help#PROGRAMPERFORMANCEREVIEWS" class="unifiednav__item unav-item     " target="" data-target-page-alias="how-we-help#PROGRAMPERFORMANCEREVIEWS"> <span class="nav-item-text " data-link-text="PROGRAM PERFORMANCE REVIEWS" data-auto="page-text-style">PROGRAM PERFORMANCE REVIEWS<span class="icon icon-angle-right" data-hidden-on-mobile="" data-hidden-on-desktop="" data-hidden-on-tablet=""></span> 
1494</span> 
1495</a> 
1496</li> 
1497 <li role="menuitem" class=" unifiednav__item-wrap " data-auto="more-pages" data-depth="1"> <a href="/services#PATHWAYEXPANSION" class="unifiednav__item unav-item     " target="" data-target-page-alias="services#PATHWAYEXPANSION"> <span class="nav-item-text " data-link-text="PATHWAY EXPANSION" data-auto="page-text-style">PATHWAY EXPANSION<span class="icon icon-angle-right" data-hidden-on-mobile="" data-hidden-on-desktop="" data-hidden-on-tablet=""></span> 
1498</span> 
1499</a> 
1500</li> 
1501 <li role="menuitem" class=" unifiednav__item-wrap " data-auto="more-pages" data-depth="1"> <a href="/services#DATAINFORMEDPRACTICES" class="unifiednav__item unav-item     " target="" data-target-page-alias="services#DATAINFORMEDPRACTICES"> <span class="nav-item-text " data-link-text="DATA INFORMED PRACTICES" data-auto="page-text-style">DATA INFORMED PRACTICES<span class="icon icon-angle-right" data-hidden-on-mobile="" data-hidden-on-desktop="" data-hidden-on-tablet=""></span> 
1502</span> 
1503</a> 
1504</li> 
1505 <li role="menuitem" class=" unifiednav__item-wrap " data-auto="more-pages" data-depth="1"> <a href="/how-we-help#COMMUNITIESOFPRACTICE" class="unifiednav__item unav-item     " target="" data-target-page-alias="how-we-help#COMMUNITIESOFPRACTICE"> <span class="nav-item-text " data-link-text="COMMUNITIES OF PRACTICE" data-auto="page-text-style">COMMUNITIES OF PRACTICE<span class="icon icon-angle-right" data-hidden-on-mobile="" data-hidden-on-desktop="" data-hidden-on-tablet=""></span> 
1506</span> 
1507</a> 
1508</li> 
1509 <li role="menuitem" class=" unifiednav__item-wrap " data-auto="more-pages" data-depth="1"> <a href="/how-we-help#CONVENINGS" class="unifiednav__item unav-item     " target="" data-target-page-alias="how-we-help#CONVENINGS"> <span class="nav-item-text " data-link-text="CONVENINGS" data-auto="page-text-style">CONVENINGS<span class="icon icon-angle-right" data-hidden-on-mobile="" data-hidden-on-desktop="" data-hidden-on-tablet=""></span> 
1510</span> 
1511</a> 
1512</li> 
1513</ul> 
1514</li> 
1515 <li role="menuitem" class=" unifiednav__item-wrap " data-auto="more-pages" data-depth="0"> <a href="/who-we-are" class="unifiednav__item unav-item unav-top-item    " target="" data-target-page-alias="who-we-are"> <span class="nav-item-text " data-link-text="WHO WE ARE" data-auto="page-text-style">WHO WE ARE<span class="icon icon-angle-down" data-hidden-on-mobile="" data-hidden-on-desktop="" data-hidden-on-tablet=""></span> 
1516</span> 
1517</a> 
1518</li> 
1519 <li role="menuitem" aria-haspopup="true" aria-expanded="false" data-sub-nav-menu="true" class=" unifiednav__item-wrap " data-auto="more-pages" data-depth="0"> <a href="#" class="unifiednav__item unav-item unav-top-item    unifiednav__item_has-sub-nav" target="" data-target-page-alias=""> <span class="nav-item-text " data-link-text="INSIGHTS & PUBLICATIONS" data-auto="page-text-style">INSIGHTS &amp; PUBLICATIONS<span class="icon icon-angle-down"></span> 
1520</span> 
1521</a> 
1522 <ul role="menu" class="unifiednav__container unifiednav__container_sub-nav unav-sub" data-depth="0" data-auto="sub-pages"> <li role="menuitem" class=" unifiednav__item-wrap " data-auto="more-pages" data-depth="1"> <a href="/edprepinsights" class="unifiednav__item unav-item   dmNavItemSelected    " target="" data-target-page-alias="edprepinsights" aria-current="page" data-auto="selected-page"> <span class="nav-item-text " data-link-text="EDPREP INSIGHTS" data-auto="page-text-style">EDPREP INSIGHTS<span class="icon icon-angle-right" data-hidden-on-mobile="" data-hidden-on-desktop="" data-hidden-on-tablet=""></span> 
1523</span> 
1524</a> 
1525</li> 
1526 <li role="menuitem" class=" unifiednav__item-wrap " data-auto="more-pages" data-depth="1"> <a href="/our-publications" class="unifiednav__item unav-item     " target="" data-target-page-alias="our-publications"> <span class="nav-item-text " data-link-text="OUR PUBLICATIONS" data-auto="page-text-style">OUR PUBLICATIONS<span class="icon icon-angle-right" data-hidden-on-mobile="" data-hidden-on-desktop="" data-hidden-on-tablet=""></span> 
1527</span> 
1528</a> 
1529</li> 
1530 <li role="menuitem" class=" unifiednav__item-wrap " data-auto="more-pages" data-depth="1"> <a href="https://www.edpreppartners.org/beyond-access" class="unifiednav__item unav-item     " target="" data-target-page-alias=""> <span class="nav-item-text " data-link-text="BEYOND ACCESS SERIES" data-auto="page-text-style">BEYOND ACCESS SERIES<span class="icon icon-angle-right" data-hidden-on-mobile="" data-hidden-on-desktop="" data-hidden-on-tablet=""></span> 
1531</span> 
1532</a> 
1533</li> 
1534 <li role="menuitem" class=" unifiednav__item-wrap " data-auto="more-pages" data-depth="1"> <a href="https://www.edpreppartners.org/founding-year-report-2025" class="unifiednav__item unav-item     " target="_blank" data-target-page-alias="https://www.edpreppartners.org/founding-year-report-2025"> <span class="nav-item-text " data-link-text="FOUNDING YEAR REPORT" data-auto="page-text-style">FOUNDING YEAR REPORT<span class="icon icon-angle-right" data-hidden-on-mobile="" data-hidden-on-desktop="" data-hidden-on-tablet=""></span> 
1535</span> 
1536</a> 
1537</li> 
1538</ul> 
1539</li> 
1540</ul> 
1541</nav> 
1542</div> 
1543 <div class="u_1502766817 dmRespCol small-12 large-2 medium-2" id="1502766817"> <div class="u_1790695240 dmRespRow" id="1790695240"> <div class="dmRespColsWrapper" id="1301932558"> <div class="u_1479724167 dmRespCol small-12 large-4 medium-4" id="1479724167"> <div class="u_1867638381 align-center text-align-center dmSocialHub gapSpacing" id="1867638381" dmle_extension="social_hub" data-element-type="social_hub" wr="true" networks="" icon="true" surround="true" adwords=""> <div class="socialHubWrapper"> <div class="socialHubInnerDiv " data-auto="social-hub-inner"> <a href="https://www.linkedin.com/company/edprep-partners/" target="_blank" dm_dont_rewrite_url="true" aria-label="linkedin" onclick="dm_gaq_push_event &amp;&amp;
1543 dm_gaq_push_event(&apos;socialLink&apos;, &apos;click&apos;, &apos;Linkedin&apos;)"> <span class="dmSocialLinkedin icon-linkedin oneIcon socialHubIcon style4" aria-hidden="true" data-hover-effect=""></span> 
1544</a> 
1545</div> 
1546</div> 
1547</div> 
1548</div> 
1549 <div class="u_1709250153 dmRespCol small-12 large-8 medium-8" id="1709250153"> <a data-display-type="block" class="u_1094580557 align-center dmButtonLink dmWidget dmWwr default dmOnlyButton dmDefaultGradient button_2" file="false" href="/get-in-touch" id="1094580557" data-element-type="dButtonLinkId" data-buttonstyle="ROUND_SIDES"> <span class="iconBg" id="1699132815"> <span class="icon hasFontIcon icon-star" id="1728599696"></span> 
1550</span> 
1551 <span class="text" id="1273452565">Contact Us</span> 
1552</a> 
1553</div> 
1554</div> 
1555</div> 
1556</div> 
1557</div> 
1558</div> 
1559</div> 
1560</div> 
1561</div> 
1562 <div dmwrapped="true" id="dmFirstContainer" class="dmBody u_dmStyle_template_edprepinsights dm-home-page" themewaschanged="true"> <div id="allWrapper" class="allWrapper" data-auto="all-wrapper"><!-- navigation placeholders --> <div id="dm_content" class="dmContent" role="main"> <div dm:templateorder="170" class="dmHomeRespTmpl mainBorder dmRespRowsWrapper dmFullRowRespTmpl" id="1716942098"> <div class="u_1392011549 dmRespRow hasBackgroundOverlay dmSectionNoParallax" style="text-align: center;" id="1392011549"> <div class="dmRespColsWrapper" id="1493896379"> <div class="u_1223119059 dmRespCol small-12 medium-12 large-12" id="1223119059"> <div class="dmNewParagraph" id="1325704721" style="transition: opacity 1s ease-in-out;" data-element-type="paragraph" data-version="5"> <h1 class="text-align-center" style=""><span style="display: initial; color: var(--color_1);">EdPrep Insights</span></h1> 
1563</div></div> 
1564</div> 
1565</div> 
1566 <div class="dmRespRow" id="1359197027"> <div class="dmRespColsWrapper" id="1986892843"> <div class="dmRespCol large-12 medium-12 small-12" id="1731410278"> <div class="u_1769234532 default dmBlogSearch" searchpage="blog-search" id="1769234532" dmle_extension="internal_blog_search" data-element-type="internal_blog_search" wr="true" icon="true" surround="true" adwords="" placeholder="Search EdPrep Insights"> <div class="dmBlogSearchWrapper"><!--  position relative --><input type="text" placeholder="Search EdPrep Insights" class="dmBlogSearchInput" aria-label="Search" maxlength="100" data-placeholder-original="Search EdPrep Insights"/> <div class="dmBlogSearchClickOverlay"></div> 
1567 <div class="dmBlogSearchIcon dm-icon-search2"></div> 
1568<!--  position absolute --></div> 
1569</div> 
1570</div> 
1571</div> 
1572</div> 
1573 <div class="u_1869217444 dmRespRow hide-for-large" id="1869217444"> <div class="dmRespColsWrapper" id="1920771256"> <div class="dmRespCol large-12 medium-12 small-12 u_1879118725" id="1879118725"> <div class="u_1639566867 default mainBlog layout4" id="1639566867" dmle_extension="internal_blog_list" data-element-type="internal_blog_list" show-images="true" initialized="undefined" wr="true" trim-title="false" show-blog-title="false" posts-animation="undefined" data-paginate-listable-widget="false" show-action-text="true" text-align="left" icon="true" surround="true" adwords="" list-layout="layout4" visible-items="18" visible-post-lines="3" search-tags="" search-term="" more-posts-text="More Posts" header-type="H2" posts-padding="10" posts-per-row="3" show-author="true" text-box-padding="false" action-text="Read more →" skip-post-index="-1" blog-posts-feature-flag="true" data-image-hover-effect="zoomout" show-more-posts-text="true" data-paginate-total-elements="26"> <div class="inner "> <div style="-ms-grid-column:1; -ms-grid-row:1" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 200.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/from-design-to-practice" data-blog-post-alias="from-design-to-practice" aria-label="FROM DESIGN TO PRACTICE | Founding Year Report 2025"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/EdPrep+-+Founding+Year+Report-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/EdPrep+-+Founding+Year+Report-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
1574</a> 
1575 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/from-design-to-practice" data-blog-post-alias="from-design-to-practice">FROM DESIGN TO PRACTICE | Founding Year Report 2025</a> 
1576</h3> 
1577</div> 
1578 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
1579 <span>&bull;</span> 
1580 <span>September 11, 2026</span> 
1581</div> 
1582 <div class="postDescription" data-auto="blog-post-description">The promise starts long before a teacher&rsquo;s first day in the classroom.                                                                                                                          It starts in preparation: in clear expectations for candidate readiness, purposeful opportunities to learn and practice, strong coaching and feedback, teacher educators who model the work of teaching, evidence that guides improvement, and partnerships that connect preparation to the needs of P-12 students and schools.                                                                                                                                     EdPrep Partners was founded to help educator preparation programs, states, districts, and partner organizations move from knowing what strong preparation requires to doing it consistently. To make quality preparation focused, actionable, and visible. The work is urgent, and full of possibilities.                                                                                                                                     It lives in what candidates experience.                                                                               It lives in what teacher educators do.                                                                               It lives in how programs use evidence to strengthen preparation.                                                                               It lives in the routines that make quality preparation both possible, and routine.                                                                                                                                     In 2025, EdPrep Partners put that c
1582ommitment to work: defining quality, examining preparation in practice, supporting implementation, and building a national team with the field experience to help partners move from evidence to action.                                                                                                 Let&rsquo;s make teacher preparation better together.</div> 
1583</div> 
1584 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/from-design-to-practice"></a> 
1585</div> 
1586</div> 
1587</div> 
1588</div> 
1589 <div style="-ms-grid-column:2; -ms-grid-row:1" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 400.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/from-reading-foundations-to-candidate-readiness" data-blog-post-alias="from-reading-foundations-to-candidate-readiness" aria-label="From Reading Foundations to Candidate Readiness"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/edPrep+LI+Cover+-+Reading+Foundations-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/edPrep+LI+Cover+-+Reading+Foundations-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
1590</a> 
1591 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/from-reading-foundations-to-candidate-readiness" data-blog-post-alias="from-reading-foundations-to-candidate-readiness">From Reading Foundations to Candidate Readiness</a> 
1592</h3> 
1593</div> 
1594 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
1595 <span>&bull;</span> 
1596 <span>July 21, 2026</span> 
1597</div> 
1598 <div class="postDescription" data-auto="blog-post-description">How States and Regions Can Strengthen Literacy Preparation Through Review, Action Planning, and Implementation Support                                                                                                            Helping States and Regions Strengthen Literacy Preparation                                                                                                            Day One Readiness Should Not Be a Mystery                                                                   The                                              2026 National Council on Teacher Quality Reading Foundations                                               sends an important signal to the field: teacher preparation programs are making real progress in aligning coursework to scientifically based reading instruction, but alignment alone is not the finish line.                                                                                                                        The next phase of reading reform is implementation.                                                                                                            States have passed reading laws. Districts are adopting stronger materials. Educators are receiving professional learning. At the same time, many future teachers still need more structured opportunities to practice the reading instruction they will be expected to use with students.                                                                                                            Future teachers need more than exposure to the science of reading. They need preparation systems that help them build literacy knowledge, understand how students learn to read and write, analyze instruction, rehearse evidence-based practices, enact those practices with students, receive feedback, use student data, and demonstrate readiness before day one.                                                                                                                        Alignment is progress. Readiness requires candidate practice and feedback.                                                      EdPrep Partners&rsquo; literacy framework centers the interaction of literacy content knowledge, student learning progressions, and evidence-based literacy pedagogies and practices &ndash; the preparation conditions that support high-impact literacy development and P-12 instruction.                                                                                                            That is 
1598where EdPrep Partners works alongside states, regions, and programs: helping turn alignment into development, and development into readiness for students' future teachers.                                                                                                            Content Knowledge for Literacy Development:                                               The literacy knowledge and skills candidates need to teach reading and writing effectively, including the essential components of reading.                                                                                                                        Student Learning Progressions in Literacy:                                               Candidates&rsquo; understanding of how students develop as readers and writers, and how to use that understanding to plan instruction.                                                                                                                        Evidence-Based Literacy Pedagogies and Practices:                                  Candidates&rsquo; ability to analyze, rehearse, teach, and receive feedback on evidence-based literacy instruction aligned to the science of reading.</div> 
1599</div> 
1600 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/from-reading-foundations-to-candidate-readiness"></a> 
1601</div> 
1602</div> 
1603</div> 
1604</div> 
1605 <div style="-ms-grid-column:3; -ms-grid-row:1" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 600.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/making-candidate-readiness-visible" data-blog-post-alias="making-candidate-readiness-visible" aria-label="Making Candidate Readiness Visible"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/EdPrep-DTCC-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/EdPrep-DTCC-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
1606</a> 
1607 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/making-candidate-readiness-visible" data-blog-post-alias="making-candidate-readiness-visible">Making Candidate Readiness Visible</a> 
1608</h3> 
1609</div> 
1610 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
1611 <span>&bull;</span> 
1612 <span>July 14, 2026</span> 
1613</div> 
1614 <div class="postDescription" data-auto="blog-post-description">Making Candidate Readiness Visible                                                      How Delaware Tech is building a shared path from instructional expectations to candidate readiness                                                                                                            Day One Readiness Should Not Be a Mystery                                                      Day one readiness should not be discovered, or even fully measured, at the end of preparation.                                                                                                            If teacher candidates are expected to enter classrooms ready to support student learning, educator preparation programs need more than a final assessment. They need a clear picture of what readiness requires, where candidates will develop those practices, how teacher educators will support their growth, and what evidence will show candidates are moving toward proficient practice over time.                                                                                                            A final measure can tell a program something about candidate readiness. It cannot, by itself, create the conditions that help candidates become ready.                                                                                                            As states and programs strengthen pedagogical performance measures, this creates an important design challenge. Performance measures can determine whether candidates are able to apply pedagogical skills, support student learning, and demonstrate the practices expected of beginning teachers. But they are strongest when they are connected to the full preparation experience: coursew
1614ork, clinical practice, coaching, feedback, progress monitoring, candidate support, and teacher educator development.                                                                                                            A strong performance measure is not separate from preparation. It should reflect how the program develops candidates.                                                                                                            That is the work Delaware Technical Community College has been advancing through its Candidate Readiness Framework and aligned Pedagogical Performance Measure system. Across recent work with EdPrep Partners, Delaware Tech faculty, clinical supervisors, and leaders have focused on a candidate-centered design question:                                                      What should candidates be ready to attempt, practice, and demonstrate, and by when?                                                                                                            That question shifts the work from final measurement to preparation design. It asks programs to define readiness clearly, build a developmental path toward it, and use candidate evidence to support growth before candidates enter classrooms as teachers of record.                                                                                                            Delaware&rsquo;s Statewide Focus on Candidate Readiness                                                      In Delaware, this work sits within a broader statewide effort to strengthen how educator preparation programs assess and support candidate pedagogical readiness.                                                                                                            House Bill 207 charged the Delaware Department of Education with engaging stakeholders to make recommendations on how educator preparation programs should assess the pedagogical skills of teacher candidates. That work led to a statewide Community of Practice and a shared set of Pedagogical Performance Measure (PPM) criteria focused on observable teaching behaviors, student learning, variation in candidate performance, alignment to the Delaware Teacher Growth and Support System, reliability, and connection to P-12 student outcomes.                                                                                                            In 2025&ndash;26, the Delaware Department of Education, in partnership with EdPrep Partners, reintroduced and expanded those criteria to provide clearer expectations for implementation. The initiative included program self-assessments, Learning Walks, technical assistance, and implementation planning designed to help each educator preparation program strengthen its PPM system in ways that reflect both state expectations and each program&rsquo;s context.                                                                                                            The purpose is not simply to add another requirement. It is to support programs in building performance measures that are rigorous, reliable, connected to Delaware&rsquo;s instructional expectations, and useful for strengthening candidate development for P-12 instruction.                                                                                                            &ldquo;Delaware's decision to allow educator preparation programs to develop their own Pedagogical Performance Measures recognizes that authentic assessment systems should reflect each of our EPPs unique curricula, culture, and instructional priorities. The result of these efforts will be beneficial to emerging educators and EPPs  &mdash; performance evidence that is more meaningful and holistic for candidates, more useful for programs, and more closely connected to the realities of Delaware classrooms, all while meeting shared state expectations.&rdquo;                                                                                                            &ndash; Claire O&rsquo;Neal, Education Associate, Delaware Department of Education                                                                                                            That statewide focus creates an important opportunity for programs: to make readiness visible before candidates become teachers of record, not only through final measures, but through the coursework, clinical experiences, feedback, support(s), and evidence systems that help candidates become ready.                                                                                                            Delaware Tech&rsquo;s work offers one example of how a program has taken up that opportunity.                                                                                                            Start With the Candidate, Not the Measure                                                      Pedagogical performance measure work can quickly become technical. Programs must make decisions about rubrics, scoring, observation cycles, assignments, data systems, reporting, and implementation timelines. Those decisions are necessary. But when the work begins only with the measure, the candidate can become secondary to the tool.                                                      Delaware Tech&rsquo;s work begins with candidate development.                                                                                                                         The Delaware Tech Candidate Readiness Framework defines the instructional practices teacher candidates are expected to develop and demonstrate across the Associate of Arts in Teaching (Elementary Education) and Bachelor of Science in Elementary Education programs. It is grounded in Delaware&rsquo;s                                              Teacher Growth and Support System                                               (DTGSS), the state&rsquo;s system for supporting teacher growth and classroom instruction.                                                                                                                                     A central part of DTGSS is the                                              Delaware Teacher Classroom Observation Framework                                  , which helps educators align on what high-quality teaching and learning looks like, collect evidence from classroom observations, and identify strengths and areas for growth. Delaware Tech&rsquo;s Candidate Readiness Framework applies those expectations to teacher preparation by translating them into pre-service candidate performance based &ldquo;look fors&rdquo; that can be taught, practiced, observed, coached, and assessed throughout preparation.                                                                                                            Practicing teachers and teacher candidates do not have the same developmental needs. Candidates need expectations that are rigorous and aligned to the profession, while still being appropriate for where they are in preparation. They need to know what strong instruction looks like, what to practice with support, and what evidence will show they are moving toward readiness.                                                                                                            The Candidate Readiness Framework gives Delaware Tech a shared language for that work. Faculty, clinical supervisors, and cooperating teachers can use it to align coursew
1614ork, modeling, rehearsal, clinical support, observation, feedback, and assessment. Candidates can use it to understand expected instructional practices, reflect on feedback, and track their growth. District and school-based partners can use it to align mentoring and feedback with the instructional expectations candidates will encounter in Delaware classrooms.                                                                                                            &ldquo;This work helped us realize a vision we have held for some time: a unified framework that brings together our expectations for candidates across coursework, residency, feedback, and assessment. It gives faculty, clinical supervisors, cooperating teachers, and candidates a shared language for what readiness looks like and how candidates build toward it over time.&rdquo;                                                                                                            &ndash; Holly Hermstedt, Collegewide Director,Bachelor of Science in Education Program, Delaware Technical Community College                                                                                                            The value of the framework is not that it creates another document. Its value is that it gives the program one shared approach to candidate development. Candidates encounter clear instructional expectations, practice those expectations with support, enact them in classrooms, receive aligned feedback, and demonstrate readiness through measures connected to the path they have traveled.                                                                                                            Readiness becomes more than an end point. It becomes something candidates build toward throughout preparation.                                                                                                            Translate In-Service Expectations Into Pre-Service Look Fors                                                      One of Delaware Tech&rsquo;s most important moves was not simply choosing what to include in the Candidate Readiness Framework. It was building a shared understanding of how to translate Delaware&rsquo;s instructional expectations into language that could support teacher candidates.                                                                                                            DTGSS was developed for classroom instruction and educator growth. Its language describes the kinds of teaching and student learning Delaware wants to see in P-12 classrooms. That makes it a strong foundation for preparation, but Delaware Tech could not simply place DTGSS in front of candidates and expect it to function as a preparation tool. The team needed to ask what the framework means for a candidate who is still learning to teach.                                                      Delaware Tech faculty, clinical supervisors, and leaders approached that shift through three core questions:                                                                   What is being measured?                                                           What actions would we need to see from the candidate and students?                                                           How should those actions be stated as observable &ldquo;look fors&rdquo;?                                                                                                                        Those questions helped move the conversation from broad instructional descriptors to the actual teaching moves candidates need to learn, practice, and demonstrate.                                                                                                            &ldquo;The three questions gave the team a way to move from framework language to candidate practice. We were asking: What is the expectation really measuring? What would we need to see from the candidate and students? And how do we state that clearly enough that faculty, supervisors, and candidates can use it?&rdquo;                                                                                                            &ndash; Andrew McDermott, Technical Assistance Partner, EdPrep Partners                                                                                                            For example, when a framework says students should understand what they are learning, participate in a productive learning environment, respond with evidence, or use academic language, the preparation task is to name the candidate moves that make those outcomes possible: communicating an aligned objective in student-friendly language, connecting tasks to the purpose of the lesson, establishing and reinforcing routines, redirecting off-task behavior in ways that preserve learning time, preparing questions aligned to the lesson objective, providing wait time and scaffolds, modeling academic language, and giving students opportunities to explain, elaborate, and build on one another&rsquo;s thinking.                                                                                                            This is the shift from describing effective instruction to preparing candidates to enact it.                                                      The &ldquo;look fors&rdquo; were not intended to turn teaching into a checklist. They were a translation tool. They helped Delaware Tech faculty, clinical supervisors, and leaders make the practices within DTGSS visible enough to teach, model, rehearse, observe, coach, and assess.                                                                                                            The collaborative process was essential. Faculty considered where candidates would first encounter and practice these expectations in coursew
1614ork. Clinical supervisors considered what evidence they would need to see during observation and feedback. Program leaders considered how the same language could connect assignments, residency experiences, performance measures, and candidate supports.                                                                                                            By working through the three questions together, Delaware Tech began turning DTGSS from an in-service instructional framework into a pre-service candidate development tool. Candidates need more than a description of strong teaching. They need to understand the actions that make strong teaching possible and the evidence that shows their practice is growing.                                                                                                            Observable practice is the bridge between instructional expectations and candidate development.                                                                                                            Sequence What Candidates Attempt, Practice, and Demonstrate                                                      Defining candidate expectations is necessary. It is not sufficient.                                                      Candidates also need a developmental path.                                                                                                            Delaware Tech&rsquo;s work moved from naming core teaching practices to considering how those practices build over time. Faculty and staff identified how Candidate Readiness Framework criteria may develop from practices that establish the essential conditions for learning to practices that require candidates to integrate multiple instructional skills.                                                                                                            The point was not to decide that some practices matter and others do not. All criteria remain part of candidate readiness. The purpose was to determine what candidates should be expected to attempt, practice, and demonstrate at different points in preparation.                                                                                                            Delaware Tech organized this work through four developmental categories:                                                                   Most Foundational:                                                   practices that create the essential conditions for teaching and learning.                                                                        Foundational:                                                   practices that build from those conditions and establish core instructional structures.                                                                        Developing Complexity:                                                   practices that require candidates to monitor, respond to, and support student learning with increasing independence.                                                                        Integrated Practice:                                                   practices that require candidates to draw on multiple earlier skills at once.                                                                                                                                     This developmental lens changes how programs think about readiness. A candidate learning to facilitate evidence-based student discussion also needs to establish participation structures, pose aligned and scaffolded questions, support academic language, respond to student thinking, and create conditions for students to engage with one another. A candidate learning to differentiate and support rigorous application also needs to understand the learning objective, criteria for success, student needs, and evidence of student progress.                                                                                                            More complex teaching depends on earlier practices.                                                                                                            A candidate developmental trajectory helps programs decide what candidates should develop first, what those practices enable next, and where candidates should have opportunities to learn, practice, receive feedback, and demonstrate increasing proficiency.                                                      Delaware Tech participants named this need directly in feedback after the May session. They identified opportunities to embed prioritized 
1614indicators into coursework, assignment directions, scoring rubrics, feedback comments, deliberate practice activities, observation assignments, residency supports, and clinical feedback. They also noted the need to avoid overwhelming candidates by introducing the framework in &ldquo;bite-sized pieces&rdquo; and building candidates&rsquo; understanding over time.                                                                                                            Programs cannot simply tell candidates what readiness looks like at the end. They have to build the experiences that help candidates get there.                                                                                                            For Delaware Tech, the Candidate Readiness Framework provides a way to organize those decisions. It names the practices candidates are expected to develop, begins to identify which practices are most foundational and which require greater integration, and creates a basis for aligning coursework, clinical experiences, observation, feedback, and performance measures to a clearer developmental path.                                                                                                            Align Measures to the Path Candidates Travel                                                      Once candidate expectations are visible and developmentally sequenced, the next question is whether the program&rsquo;s measures reflect the path candidates travel.                                                                                                            Delaware Tech has moved from framework development into implementation planning.                                                      During its June technical assistance session, Delaware Tech worked to integrate the newly adopted instructional framework into its PPM design priorities and key elements. The team refined decisions related to candidate assessment, observation structures, performance tasks, training, progress monitoring, and data collection. They also mapped the candidate experience, clarified pilot implementation structures for 2026&ndash;27, and prepared the Delaware Department of Education implementation memo.                                                                                                            One question guided the work:                                                      Does our PPM measure what matters?                                                                                                            That question pushed the team beyond scoring and submission requirements. It required Delaware Tech to examine where each framework competency is introduced and practiced, when and how it is assessed, what evidence is collected, who evaluates candidate performance, and where gaps or action items remain.                                                                                                            &quot;Our focus on candidate development  truly advances equity by providing all candidates with opportunities to build and demonstrate effective teaching practices.&quot;                                                      &ndash; Samantha Lopez, Education Department Chair, Delaware Technical Community College, Orlando J. George, Jr. Campus, Wilmington                                                                                                            The emerging Delaware Tech PPM system is designed to assess candidate readiness across the yearlong residency. It includes four formal observation cycles, written lesson plans, lesson implementation, pre- and post-conferences, Student Achievement Charts, professional practice ratings, documentation in Brightspace, scoring structures, calibration, and data collection. Each performance task is intended to provide evidence of candidate growth and support ongoing coaching, goal setting, and additional support(s) where needed.                                                      The measure is not detached from candidate development. It is connected to the practices candidates are expected to build, the experiences through which they practice those skills, the feedback they receive, and the evidence the program can use to supp
1614ort candidates and improve preparation.                                                                                                            The PPM system also creates opportunities for progress monitoring. Delaware Tech&rsquo;s planning materials identify intentional checkpoints, growth goals, progress plans, additional observations with targeted feedback, additional training for cooperating teachers, and formal improvement plans with actionable items and measurable outcomes. These structures allow the program to identify candidate needs while there is still time to respond.                                                      This work also gives Delaware Tech a structure for content-specific preparation, including Delaware&rsquo;s Science of Reading priorities. Content-specific expectations can be embedded into coursework, clinical feedback, observation evidence, and candidate performance data through the same developmental system.                                                                                                            The larger lesson is clear: a performance measure is only as strong as the preparation path behind it.                                                                                                            When measures are connected to clear candidate expectations, sequenced practice, feedback cycles, progress monitoring, and teacher educator support, they do more than document readiness. They help programs see and support candidate growth while it is still developing.                                                                                                            Equip the People Who Make Readiness Visible                                                      Candidate readiness becomes visible through the people that prepare candidates.                                                      Frameworks, rubrics, and performance measures can clarify expectations. Faculty, clinical supervisors, cooperating teachers, and program leaders help candidates understand those expectations, practice them, receive feedback, and use evidence to improve.                                                                                                            Implementation cannot stop with a completed framework or an approved memo.                                                                   Delaware Tech&rsquo;s developing PPM system identifies distinct roles for teacher candidates, clinical supervisors, cooperating teachers, and Delaware Tech&rsquo;s Education Department leadership. Candidates complete performance tasks across the yearlong residency. Clinical supervisors evaluate candidate performance across instructional performance areas and provide support when candidates are not meeting benchmarks. Cooperating teachers contribute to evaluation of professional responsibilities and provide additional support.                                                                                                                        Program leadership provides training and calibration, supports validity and reliability of scoring, analyzes and shares PPM data, and initiates intervention strategies when needed.                                                                                                            &ldquo;The Candidate Readiness Framework and PPM system give us a clearer way to see how candidates are developing, where they need support, and how we can respond before they become teachers of record. This helps us leverage evidence more effectively to better prepare and support our candidates.&rdquo;                                                                                                            &ndash; Beth Altemus, Education Department Chair, Delaware Technical Community College, Charles L. Terry, Jr. Campus, Dover                                                                                                            Those roles shape the candidate experience. A candidate may first encounter an instructional practice in coursework. They may analyze examples, rehearse with peers, apply the practice during residency, receive feedback from a clinical supervisor, reflect with a cooperating teacher, and then demonstrate growth through a performance task. If each person in that process uses different language or applies different expectations, the candidate&rsquo;s path becomes harder to navigate. If each person works from the Candidate Readiness Framework and understands how the practice develops over time, the candidate receives clearer support.                                                                                                            That requires training, tools, and calibration.                                                                                                            Delaware Tech&rsquo;s materials name these needs directly: training for clinical supervisors and cooperating teachers, scoring guides, reliability activities, shared language, learning management system documentation, data review routines, and communication with stakeholders. These are not finishing touches. They are part of the design.                                                                                                            &ldquo;Having a shared framework helps us better track and support candidates. It gives clinical supervisors and cooperating teachers clearer evidence to look for, stronger language for feedback, and a more consistent way to help candidates understand where they are growing and what they need to work on next.&rdquo;                                                                                                            &ndash; Jennifer Leach, Instructional Coordinator and Clinical Supervisor, Delaware Technical Community College, Jack F. Owens Campus, Georgetown                                                                                                            This work aligns closely with the EdPrep Performance Framework and the 14 Levers for Quality Teacher Preparation. It reflects common frameworks for teacher educators and candidates, an explicit candidate developmental trajectory, intentional performance gateways, practice-based developmental experiences, formalized coaching and feedback structures, faculty and clinical supervisor development and calibration, and data-driven decision-making.                                                                                                            For Delaware Tech, the next stage of work is not only piloting a measure. It is supporting the people who will make the measure useful for candidates.                                                                                                            That is 
1614where preparation quality lives: in the design of the program, the clarity of expectations, the quality of feedback, and the shared work of the people helping candidates become ready.                                                                                                            A Roadmap for Making Readiness Visible                                                      Delaware Tech&rsquo;s work offers a practical roadmap for educator preparation programs working to strengthen candidate readiness and performance measurement.                                                                                                                         First,                                              define what candidates should be ready to do                                  . Programs need shared instructional expectations that are aligned to the realities candidates will encounter in classrooms and appropriate for candidates who are still developing.                                                                                                                         Second,                                              translate expectations into observable practice                                  . Broad instructional descriptors become useful for preparation when programs name the candidate and student actions teacher educators can teach, model, rehearse, observe, coach, and assess.                                                                                                                         Third,                                              sequence candidate development                                  . Programs need to determine what candidates should attempt, practice, and demonstrate over time, including which practices are foundational and which require candidates to integrate multiple skills.                                                                                                                         Fourth,                                              align measures to the developmental path                                  . Performance measures should not be the first place candidates encounter the practices they are expected to demonstrate. They should be part of a connected path in which candidates have opportunities to learn, analyze, rehearse, enact, receive feedback, and improve.                                                                                                                         Fifth,                                              equip the people who make readiness visible                                  . Faculty, clinical supervisors, cooperating teachers, and program leaders need shared language, clear tools, training, calibration, feedback routines, and data systems that help them support candidate growth.                                                      That is the work EdPrep Partners supports alongside educator preparation programs and state partners. Grounded in the EdPrep Performance Framework and the 14 Levers for Quality Teacher Preparation, EdPrep Partners helps programs move from shared priorities into implementation by strengthening instructional expectations, candidate developmental trajectories, coursework and clinical connections, teacher educator practices, coaching and feedback structures, performance measures, and improvement routines.                                                                                                            Our work with Delaware Tech reflects this approach. EdPrep Partners supported Delaware Tech faculty, clinical supervisors, and leaders as they translated a state-aligned instructional framework into pre-service candidate expectations, organized those expectations developmentally, and began aligning the Candidate Readiness Framework to a PPM system that can support candidate growth, evidence collection, feedback, and program improvement.                                                                                                            Delaware Tech&rsquo;s continued work will determine how these expectations are refined, piloted, and embedded across the program. The direction is clear: readiness should be visible before day one.                                                                                                            Not as a single score.                        Not as a final task.                                                                                                            But as a developmental path that candidates, teacher educators, supervisors, cooperating teachers, and program leaders can understand, support, and strengthen together.                                                      Candidate readiness should not be a mystery at the end of preparation. It should be built, supported, observed, and strengthened throughout the candidate experience.                                                                                                            Every child deserves an excellent educator. Every teacher candidate deserves preparation that equips them to become one.                                                                                                            Let&rsquo;s make teacher preparation better together.</div> 
1615</div> 
1616 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/making-candidate-readiness-visible"></a> 
1617</div> 
1618</div> 
1619</div> 
1620</div> 
1621 <div style="-ms-grid-column:1; -ms-grid-row:2" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 800.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/beyond-the-review-where-reports-end-and-results-begin" data-blog-post-alias="beyond-the-review-where-reports-end-and-results-begin" aria-label="Beyond the Review: Where Reports End and Results Begin"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/EdPrep+Insights+-+012026+Square-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/EdPrep+Insights+-+012026+Square-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
1622</a> 
1623 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/beyond-the-review-where-reports-end-and-results-begin" data-blog-post-alias="beyond-the-review-where-reports-end-and-results-begin">Beyond the Review: Where Reports End and Results Begin</a> 
1624</h3> 
1625</div> 
1626 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
1627 <span>&bull;</span> 
1628 <span>January 20, 2026</span> 
1629</div> 
1630 <div class="postDescription" data-auto="blog-post-description">Beyond the Review: Where Reports End and Results Begin                                                                                        How clear findings and priorities drive lasting improvement in educator preparation                                                                  The missing link between reviews and results                                                                   If you lead an educator preparation program or oversee the reviews of programs, you know 
1630what it means to be surrounded by data - and how difficult it can be to turn that data into real improvement. Enrollment dashboards, observation results, surveys, candidate coursework, and assessments fill your folders and, hopefully, inform your conversations with stakeholders.                                              But how much of that information truly reveals what matters most?                                                                                                            The challenge is rarely a lack of data. It is that much of what is collected does not illuminate the performance of candidates or the systems and people responsible for developing their instructional practice. And even when it does, the next steps often remain unclear.                                                      Too many continuous improvement efforts end with long inventories and detailed reports but little tangible direction about what to do next. The difference between activity and improvement is not more evidence. It is the discipline to translate evidence into findings and findings into prioritized action. Doing that well takes more than good intentions. It requires expert review teams trained in a shared and rigorous methodology - people who know educator preparation from the inside, across all parts of programming, and can distinguish isolated examples from true patterns of practice at both the systems and teacher educator levels.                                                                                                            Evidence is the starting point, not the destination                                                      Evidence should capture how preparation actually operates for candidates and teacher educators, not only what is planned or intended. The goal is not to collect more data but to collect the right evidence that highlights how programs, teacher educators, and candidates typically perform.                                                                                                            Doing this well requires both discipline and expertise. Strong reviews depend on teams that apply consistent, evidence-based methods to analyze performance, verify patterns, and separate signal from noise. Without that structure and skill, data collection becomes a compliance exercise, or worse a skewed reflection of program quality, rather than a driver of improvement.                                                                                                                         In an                                              EdPrep Partners Program Performance Review                                               there are three major types of evidence examined:                                                                               Artifacts.                                                   These include syllabi, course materials &amp; assignments, handbooks, observation tools, mentor and teacher educator training, data sets, candidate assignment samples, among many others. Within artifacts there are both inputs such as what programs design or expect, and outputs such as what candidates or teacher educators actually produce. Artifacts reveal how preparation is structured on paper and how that design translates into candidate or faculty performance.                                                                        Observations.                                                   These capture how stakeholders enact the preparation. This includes live instruction of both candidates and faculty members, observation and feedback cycles with clinical supervisors, etc. Within observations there are inputs such as the systems and routines that make these experiences possible, and outputs such as the observed actions, language, and feedback that both demonstrate and shift practices.                                                                        Interviews.                                                   These surface what people understand about roles, systems, and the impact of actions, and how they describe their own practices and contributions. Faculty, clinical supervisors, candidates, mentors, and partners alike provide context that connects what is designed to what is enacted. Interviews include inputs such as intentions, structures, and beliefs and outputs such as reflections on outcomes and evidence of follow through or perceived needs to improve the system.                                                                                                                                                  Collecting these three types of evidence is only the first step. High-quality Program                                                                  Performance Reviews evaluate each source through two essential lenses.                                                                                 Evidence should be                                                  representative                                                   of what typically happens for most candidates and teacher educators rather than an isolated example.                                                                                      Evidence should be                                                  reinfor
1630ced                                                   by multiple sources rather than driven by a single piece that tells a different story.                                                                                                                                     Together, these perspectives separate isolated examples from reliable patterns. They help reviewers determine whether the evidence reflects a single strong case or a consistent way of working across the program. When convergence confirms a pattern, that evidence becomes the foundation for a credible finding. When evidence conflicts, the gaps between sources often reveal where systems are misaligned or breaking down.                                                      Evidence observed through these two lenses paints a clear picture of how preparation functions in practice. It shows not only what exists but how consistently and effectively it operates for the people most central to preparation - teacher educators and candidates.                                                                                                            Findings make meaning leaders can use                                                      A finding is not a restatement of evidence. It is a clear explanation of a system pattern grounded in multiple sources. Interpretation is a professional discipline in educator preparation. It is the work of translating evidence into meaning that leaders, faculty, and partners can use to make decisions and take action.                                                      Strong findings do four things:                                                                   Identify the pattern                                                   that holds true across multiple sources                                                                        Locate the root cause                                                   within the system                                                                        Explain why it matters                                                   for candidate readiness and P 12 learning                                                                        Point to the leverage                                                   that would change it at scale                                                                                                                                     This is where many reviews fall short. They inventory, but do not interpret. They describe but do not prioritize. High-quality findings require expert teams with evaluative skill, and with deep content knowledge in teacher preparation, including people who have served and led in educator preparation and who can synthesize, not summarize, distinguishing isolated signals from recurring systematic patterns.                                                                                                            At EdPrep Partners, our approach to Program Performance Reviews centers on how structures operate in practice. We look at how faculty label and model methods, pedagogy, and content-pedagogy, how candidates rehearse and receive feedback, how faculty, clinical supervisors, and mentors alike coach to shared criteria, and how these actions connect back to what candidates learn in coursework and to what P-12 districts expect in classrooms.                                                      When these pieces align, candidates progress from analysis to rehearsal to enactment with increasing skill. When they do not, even the strongest intentions to develop candidates fail to take hold.                                                                                                                         Findings emerge only when the weight of evidence points in the same direction and any conflicting data have been resolved. Findings connect                                              structures to experience                                               and                                              experience to outcomes                                  . They give leaders a set of truths they can act on - clear, credible insights that anchor improvement in evidence and strengthen how programs develop their candidates.                                                                                                            Prioritized action is most likely to lead to action                                                      Not every finding carries the same weight, and trying to change everything that needs improvement within a program at once dilutes impact. Prioritization is not about doing less. It is about focusing energy and attention on the few actions that matter most, first.                                                      To determine what comes first, we use three guiding considerations:                                                                   Impact                                                   on candidate experience and performance                                                                        Feasibility                                                   given time, people, and resources                                                                        Dependencies                                                   that must be in place so early progress does not collapse                                                                                                                                                  The outcome is a concise set of recommendations                                              rooted in EdPrep Partners&rsquo; &lsquo;14 Levers for Quality Teacher Preparation&rsquo;                                  , with clear owners, milestones, and supports. A short-cycle plan builds early momentum, and a year one roadmap sequences the larger shifts that follow. At EdPrep Partners we &ldquo;roll up our sleeves&rdquo; and model and complete these actions alongside programs, and regular progress checks confirm whether core actions are happening with quality and consistency. Quarterly reviews test whether those changes are reflected in candidate performance and partner outcomes.                                                                                                            How lasting improvement takes hold                                                      The strength of any review is measured not only by the quality of its findings but by what happens next. Many reviews stop at recommendations, leaving programs without the clarity, systems, or support to act. At EdPrep Partners, our approach is different. We connect evidence, findings, and action through four complementary approaches that we take alongside programs to 
1630sustain improvement over time.                                                                                                            Focus on locus of control.                                               Reviews center on decisions that leaders, faculty, clinical supervisors, and partners can make &mdash; and on the stakeholders they can most directly influence and impact now. This keeps the work grounded, practical, and moving forward.                                                                                                                        Begin by investing in teacher educator practice.                                               Quality lives in the people who label, model, develop, coach, and give feedback. When faculty and clinical supervisors use shared definitions, clear look-fors aligned to a candidate&rsquo;s developmental trajectory, and consistent teacher educator practices for how they will develop candidates, candidates improve faster and quality strengthens across the program.                                                                                                                        Keep score with simple routines.                                               Leaders do not need a new data warehouse or elaborate dashboards, though those can help. What matters most is a short set of leading indicators that confirm core practices are happening &mdash; and a few strong routines that create space to check in, validate impact on candidate development and partner outcomes, and plan whether to expand, adjust, or retire a practice.                                                                                                                        Provide hands-on technical assistance to design, implement, and sustain change.                                               Improvement is not sustained through reports or one-time recommendations; it requires partnership. Our technical assistance model pairs expert guidance with on-the-ground support &mdash; modeling teacher educator practices, facilitating capacity-building, and embedding the routines that ensure programs can sustain, scale, and continuously strengthen their systems. Through strategic planning, coaching, and progress monitoring, we help teams design, do, and sustain the work long after the review concludes.                                                                  Together, these approaches create system-level improvement. Coursework and clinical experiences align. Teacher educator practice strengthens. Partner expectations are met. Candidates enter classrooms ready to teach.                                                                                                            From findings to action                                                      EdPrep Partners&rsquo; Program Performance Reviews produce a focused set of findings that lead to a clear set of prioritized actions - the few changes that make the greatest difference. We then work alongside leaders, faculty, and clinical supervisors to implement those actions with precision and care, building the routines that sustain and scale quality teacher preparation. Because every child deserves an excellent educator, and every candidate deserves excellent preparation. Let&rsquo;s deliver both.                                                                                                            This approach is adaptable across pathways and designed to strengthen the systems programs already have while aligning to what partners need most.                                                                                                            The field does not need more reports. It needs Program Performance Reviews that lead to tangible improvements in what candidates experience and how teacher educators prepare them. When evidence becomes findings, and findings become focused action, improvement stops being a plan and becomes practice - the way preparation was always meant to operate: by teaching well.                                                                                                            Let&rsquo;s make teacher preparation better together.</div> 
1631</div> 
1632 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/beyond-the-review-where-reports-end-and-results-begin"></a> 
1633</div> 
1634</div> 
1635</div> 
1636</div> 
1637 <div style="-ms-grid-column:2; -ms-grid-row:2" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 1000.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/edprep-partners-quarterly-update-winter-2025" data-blog-post-alias="edprep-partners-quarterly-update-winter-2025" aria-label="EdPrep Partners Quarterly Upd
1637ate - Winter 2025"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/EdPrep+Insights+-+Web+Covers+%28LinkedIn+Post%29-a20b8e2a-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/EdPrep+Insights+-+Web+Covers+%28LinkedIn+Post%29-a20b8e2a-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
1638</a> 
1639 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/edprep-partners-quarterly-update-winter-2025" data-blog-post-alias="edprep-partners-quarterly-update-winter-2025">EdPrep Partners Quarterly Update - Winter 2025</a> 
1640</h3> 
1641</div> 
1642 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
1643 <span>&bull;</span> 
1644 <span>December 29, 2025</span> 
1645</div> 
1646 <div class="postDescription" data-auto="blog-post-description">EdPrep Partners Quarterly Update                                                                    Winter 2025 | From Design to Practice. What Works at Scale.                                                                                                            What We&rsquo;re Designing For                                                                                                                                              As one year comes to a close and another begins, many educator preparation programs and system partners are taking stock of how their work is showing up in practice. Across the field, there is real momentum around strengthening preparation, alongside a growing recognition that progress depends on whether effective teaching practices are intentionally built into candidate preparation and show up consistently in P-12 classrooms.                                                                                                            That recognition sits at the center of EdPrep Partners&rsquo; work.                                                                                                            We focus with our partners on preparation that results in consistent candidate readiness, not isolated bright spots. That requires attention to the systems that shape daily teaching &amp; learning: the opportunities candidates have to practice the work of teaching, the ways teacher educators model and coach those pedagogies, and the degree to which expectations and feedback are aligned across coursework and clinical experiences. When those elements are intentionally built into the design of the preparation program, improvement is more likely to hold as programs scale, staffing changes, and contexts shift.                                                                                                            Design, in this sense, is concrete. It shows up in whether candidates have sustained opportunities to move from analyzing teaching to rehearsing and enacting it. It shows up in whether faculty and clinical supervisors share clear instructional expectations and provide feedback that supports improvement. And it shows up in whether evidence is used routinely to guide decisions over time, strengthening both teacher educator practice and candidate learning.                                                                                                            Over the past quarter in the bodies of work we have the privilege of supporting, we have seen programs and states increasingly centering the work on a common set of fundamentals: clarifying what strong practice looks like, narrowing priorities, strengthening teacher educator practices, and building routines that connect evidence to action. The progress emerging from these efforts reflects a shared understanding that durable improvement comes from doing fewer things with greater intent and building systems that support consistent execution.                                                                                                            This quarterly update reflects that focus. It includes a synthesis of emerging patterns in how preparation improvement work is taking shape, highlights from organizations and research informing our thinking, a recap of recent EdPrep Insights, and a look ahead to where our work will deepen in the months ahead.                                                                                                                         We are grateful to the preparation leaders, faculty, clinical supervisors, district partners, and state teams engaging in this work with care and a serious attention to what we know                                              works                                  . When preparation systems are built with clarity and discipline, candidates are better prepared to enter classrooms ready to teach and contribute meaningfully to P-12 student learning from day one.                                                                                                            Let&rsquo;s make teacher preparation better together.                                                                                                                                                                  Calvin J. Stocker                                                      Founder &amp; CEO, EdPrep Partners</div> 
1647</div> 
1648 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/edprep-partners-quarterly-update-winter-2025"></a> 
1649</div> 
1650</div> 
1651</div> 
1652</div> 
1653 <div style="-ms-grid-column:3; -ms-grid-row:2" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 1200.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/beyond-access-part-5-what-strong-hqim-integration-looks-like-for-programs" data-blog-post-alias="beyond-access-part-5-what-strong-hqim-integration-looks-like-for-programs" aria-label="Beyond Access Part 5: What Strong HQIM Integration Looks Like for Programs"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/1-725e7a7b-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/1-725e7a7b-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
1654</a> 
1655 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/beyond-access-part-5-what-strong-hqim-integration-looks-like-for-programs" data-blog-post-alias="beyond-access-part-5-what-strong-hqim-integration-looks-like-for-programs">Beyond Access Part 5: What Strong HQIM Integration Looks Like for Programs</a> 
1656</h3> 
1657</div> 
1658 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
1659 <span>&bull;</span> 
1660 <span>November 18, 2025</span> 
1661</div> 
1662 <div class="postDescription" data-auto="blog-post-description">A Five-Part Series on HQIM Readiness in Teacher Preparation</div> 
1663</div> 
1664 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/beyond-access-part-5-what-strong-hqim-integration-looks-like-for-programs"></a> 
1665</div> 
1666</div> 
1667</div> 
1668</div> 
1669 <div style="-ms-grid-column:1; -ms-grid-row:3" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 1400.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/beyond-access-part-4-what-strong-hqim-integration-looks-like-for-teacher-educators" data-blog-post-alias="beyond-access-part-4-what-strong-hqim-integration-looks-like-for-teacher-educators" aria-label="Beyond Access Part 4: What Strong HQIM Integration Looks Like for Candidates"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/2-0f87c1fc-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/2-0f87c1fc-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
1670</a> 
1671 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/beyond-access-part-4-what-strong-hqim-integration-looks-like-for-teacher-educators" data-blog-post-alias="beyond-access-part-4-what-strong-hqim-integration-looks-like-for-teacher-educators">Beyond Access Part 4: What Strong HQIM Integration Looks Like for Candidates</a> 
1672</h3> 
1673</div> 
1674 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
1675 <span>&bull;</span> 
1676 <span>November 11, 2025</span> 
1677</div> 
1678 <div class="postDescription" data-auto="blog-post-description">A Five-Part Series on HQIM Readiness in Teacher Preparation</div> 
1679</div> 
1680 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/beyond-access-part-4-what-strong-hqim-integration-looks-like-for-teacher-educators"></a> 
1681</div> 
1682</div> 
1683</div> 
1684</div> 
1685 <div style="-ms-grid-column:2; -ms-grid-row:3" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 1600.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/beyond-access-part-3-what-strong-hqim-integration-looks-like-for-candidates" data-blog-post-alias="beyond-access-part-3-what-strong-hqim-integration-looks-like-for-candidates" aria-label="Beyond Access Part 3: What Strong HQIM Integration Looks Like for Candidates"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/3-6f9a31ce-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/3-6f9a31ce-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
1686</a> 
1687 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/beyond-access-part-3-what-strong-hqim-integration-looks-like-for-candidates" data-blog-post-alias="beyond-access-part-3-what-strong-hqim-integration-looks-like-for-candidates">Beyond Access Part 3: What Strong HQIM Integration Looks Like for Candidates</a> 
1688</h3> 
1689</div> 
1690 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
1691 <span>&bull;</span> 
1692 <span>November 4, 2025</span> 
1693</div> 
1694 <div class="postDescription" data-auto="blog-post-description">A Five-Part Series on HQIM Readiness in Teacher Preparation</div> 
1695</div> 
1696 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/beyond-access-part-3-what-strong-hqim-integration-looks-like-for-candidates"></a> 
1697</div> 
1698</div> 
1699</div> 
1700</div> 
1701 <div style="-ms-grid-column:3; -ms-grid-row:3" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 1800.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/beyond-access-part-2-aligning-with-the-quality-curriculum-that-matters-most" data-blog-post-alias="beyond-access-part-2-aligning-with-the-quality-curriculum-that-matters-most" aria-label="Beyond Access Part 2: Aligning with the Quality Curriculum that Matters Most"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/4-8241180d-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/4-8241180d-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
1702</a> 
1703 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/beyond-access-part-2-aligning-with-the-quality-curriculum-that-matters-most" data-blog-post-alias="beyond-access-part-2-aligning-with-the-quality-curriculum-that-matters-most">Beyond Access Part 2: Aligning with the Quality Curriculum that Matters Most</a> 
1704</h3> 
1705</div> 
1706 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
1707 <span>&bull;</span> 
1708 <span>October 28, 2025</span> 
1709</div> 
1710 <div class="postDescription" data-auto="blog-post-description">A Five-Part Series on HQIM Readiness in Teacher Preparation</div> 
1711</div> 
1712 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/beyond-access-part-2-aligning-with-the-quality-curriculum-that-matters-most"></a> 
1713</div> 
1714</div> 
1715</div> 
1716</div> 
1717 <div style="-ms-grid-column:1; -ms-grid-row:4" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 2000.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/beyond-access-part-1-the-case-for-hqim-in-teacher-preparation" data-blog-post-alias="beyond-access-part-1-the-case-for-hqim-in-teacher-preparation" aria-label="Beyond Access Part 1: The Case for HQIM in Teacher Preparation"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/5-5863bc26-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/5-5863bc26-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
1718</a> 
1719 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/beyond-access-part-1-the-case-for-hqim-in-teacher-preparation" data-blog-post-alias="beyond-access-part-1-the-case-for-hqim-in-teacher-preparation">Beyond Access Part 1: The Case for HQIM in Teacher Preparation</a> 
1720</h3> 
1721</div> 
1722 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
1723 <span>&bull;</span> 
1724 <span>October 21, 2025</span> 
1725</div> 
1726 <div class="postDescription" data-auto="blog-post-description">A Five-Part Series on HQIM Readiness in Teacher Preparation</div> 
1727</div> 
1728 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/beyond-access-part-1-the-case-for-hqim-in-teacher-preparation"></a> 
1729</div> 
1730</div> 
1731</div> 
1732</div> 
1733 <div style="-ms-grid-column:2; -ms-grid-row:4" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 2200.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/edprep-partners-quarterly-update-fall-2025" data-blog-post-alias="edprep-partners-quarterly-update-fall-2025" aria-label="EdPrep Partners Quarterly Upd
1733ate - Fall 2025"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/EdPrep+Insights+-+Web+Covers+%28LinkedIn+Post%29-f7f34892-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/EdPrep+Insights+-+Web+Covers+%28LinkedIn+Post%29-f7f34892-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
1734</a> 
1735 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/edprep-partners-quarterly-update-fall-2025" data-blog-post-alias="edprep-partners-quarterly-update-fall-2025">EdPrep Partners Quarterly Update - Fall 2025</a> 
1736</h3> 
1737</div> 
1738 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
1739 <span>&bull;</span> 
1740 <span>October 15, 2025</span> 
1741</div> 
1742 <div class="postDescription" data-auto="blog-post-description">EdPrep Partners Quarterly Update                                                                    Fall 2025 | Preparation Moves Forward. With Purpose.                                                                                                            Our State of Readiness                                                                                                                                              Across the nation, teacher preparation is gaining measurable traction. State leaders are investing not just in recruitment but in readiness itself, expanding quality pathways and making them more accessible, strengthening literacy and mathematics preparation, and aligning programs to the expectations of today&rsquo;s classrooms and to the standards that have guided the field for decades. The message is consistent and aligned to what we&rsquo;ve known for decades: the quality of candidate preparation determines the quality of learning for P-12 students.                                                                                                            Arizona, Florida, and Wisconsin have enacted major literacy laws that require every preparation program to teach evidence based reading instruction aligned to the science of reading. Maine and Massachusetts are embedding the science of reading and mathematics into teacher education statewide. Colorado and Tennessee have scaled apprenticeship and residency models that allow candidates to learn in classrooms while earning full credentials.                                                      Large states are leading as well. California dedicated hundreds of millions of dollars in its 2025 budget to student teacher stipends and residency grants, ensuring candidates can complete full time clinical training without financial hardship. Texas passed House Bill 2, creating new formula funding for quality pathways, mentors, and preparation. Michigan continued its statewide investment in workforce development, while Delaware advanced a comprehensive agenda linking literacy, strategic staffing, and pedagogical performance measures.                                                                                                            From small rural states to large urban systems, these efforts reflect a national shift, from isolated reform to focused implementation. States are raising expectations for preparation, investing in teacher educators, and creating the conditions for sustainable improvement.                                                      At EdPrep Partners, we are proud to help translate this momentum into daily practice. Our work alongside states, educator preparation programs, and P-12 districts is rooted in a shared belief: when preparation is rigorous, practice based, and aligned to what teachers will actually teach, candidates enter classrooms ready to make an immediate and long-term impact on P-12 learning.                                                                                                                         Let&rsquo;s keep the momentum going.                                              Let&rsquo;s make teacher preparation better together.                                                                                                            Calvin J. Stocker                                                      Founder &amp; CEO, EdPrep Partners                                                                                                                                                                  Beyond Access:                                                                                Preparation That Builds Readiness with HQIM on Day One                                                                                                            Districts and states continue to invest in high quality instructional materials (HQIM) because the research is clear: when used well, these materials accelerate P-12 student learning and help teachers focu
1742s on what matters most - quality instruction &amp; student learning. Yet for too many teacher candidates, their first encounter with HQIM happens only after they begin teaching as a teacher of record.                                                                                                            EdPrep Partners&rsquo; Beyond Access                                               series calls on educator preparation programs to make HQIM readiness a central outcome of teacher preparation. The five part EdPrep Insights series invites programs to design coursework, clinical experiences, and faculty practice around the materials that define effective instruction in today&rsquo;s classrooms, ensuring every candidate graduates proficient in the tools their P-12 districts and school use with students to accelerate learning.                                                                                                                        The message is simple and urgent: preparation must mirror practice. Readiness grows when candidates learn to identify, internalize, adapt, and facilitate instruction using HQIM that reflects the materials adopted by their partner districts. Through clear examples and practical guidance, the series illustrates what strong HQIM integration looks like, first for candidates, then for teacher educators, and ultimately for programs as a whole.                                                      Together, these installments help the field move beyond access to instructional materials toward ensuring that every new teacher can use them skillfully to advance P-12 student learning.                                                                                                                         Visit the full series at                                              www.edpreppartners.org/beyond-access                                               and follow                                              EdPrep Partners on LinkedIn                                               for upcoming EdPrep Insights and &lsquo;Beyond Access&rsquo; releases.</div> 
1743</div> 
1744 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/edprep-partners-quarterly-update-fall-2025"></a> 
1745</div> 
1746</div> 
1747</div> 
1748</div> 
1749 <div style="-ms-grid-column:3; -ms-grid-row:4" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 2400.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/the-prioritization-imperative-how-programs-make-change-stick" data-blog-post-alias="the-prioritization-imperative-how-programs-make-change-stick" aria-label="Title slide: "The Prioritization Imperative: How programs make change stick," focusing on candidate readiness."> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/1-08d7f553-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/1-08d7f553-1920w.png" alt="Title slide: "The Prioritization Imperative: How programs make change stick," focusing on candidate readiness." onerror="handleImageLoadError(this)"/></div> 
1750</a> 
1751 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/the-prioritization-imperative-how-programs-make-change-stick" data-blog-post-alias="the-prioritization-imperative-how-programs-make-change-stick">The Prioritization Imperative: How Programs Make Change Stick</a> 
1752</h3> 
1753</div> 
1754 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
1755 <span>&bull;</span> 
1756 <span>September 16, 2025</span> 
1757</div> 
1758 <div class="postDescription" data-auto="blog-post-description">The Prioritization Imperative: How                                                      Programs Make Change Stick                                                                                Focusing on What Matters Most for Candidate Readiness                                                                                                            The Power of Focus                                                                  Educator preparation programs often try to fix everything at once: new frameworks, new pathways, new partnerships, new requirements. The result is predictable: initiative overload, surface level change, and candidates who do not get the preparation they deserve.                                                                                                                         As the saying goes,                                              when everything is a priority, nothing is.                                                                                                                         This EdPrep Insight highlights how programs serious about dramatic improvement narrow their focus to a few high leverage shifts, sequence change through                                              Strategic Action Plans (SAPs)                                               and a                                              phased improvement                                               approach, and reinforce focus with                                              disciplined data routines                                               that bring teacher educators together around improvements in candidate preparation and experiences.                                                                                                                        Why Prioritization Matters: What&rsquo;s at Stake                                                      Research across fields is clear: spreading change too thin produces fatigue, weak implementation, and little impact. Lasting improvement comes from narrowing focus, sequencing efforts, and holding the line on what matters most.                                                                                                                         Every program leader has lived it: a new mandate from the state, a promising partnership opportunity, another framework to align to, and an urgent grant requirement - all arriving at once. The instinct is to take on everything. The outcome is predictable:                                              initiative overload                                  . Faculty and clinical supervisors inevitably feel scattered, action items pile up, and candidates&rsquo; preparation experiences begin to fragment.                                                                                                            Across disciplines, the evidence points to the same truth: lasting improvement does not come from doing more. It comes from doing a few things deeply, and well.                                                                                                            Improvement Science: Define the Problem, Test the Solution                                                      Anthony Bryk and colleagues remind us that progress begins with a sharply defined problem of practice. Too often, programs fall into &ldquo;solutionitis&rdquo; - adopting broad reforms without clarifying the real problem. Improvement science instead calls for narrowing the focus and running small, rapid tests of change before scaling. Each test yields evidence about what works, for whom, and under what conditions. Over time, this disciplined inquiry produces scalable, reliable improvement.                                                                                                            Implementation Research: Overload Creates Fatigue, Not Change                                                                   Dean Fixsen and the National Implementation Research Network (NIRN) have shown that implementation succeeds when it is staged and supported by aligned drivers: competency (training and coaching), organization (systems and infrastru
1758cture), and leadership. When programs try to implement everything at once, none of these drivers get adequate attention. The result is what Douglas Reeves calls the                                              law of initiative fatigue                                  : as initiatives multiply, the time, energy, and resources for each one dwindle, and impact collapses.                                                                                                            Lessons from System Change: Choosing the Right Drivers                                                                   Michael Fullan describes the trap of &ldquo;wrong drivers&rdquo;: piling on new mandates, compliance tasks, or fragmented programs that give the illusion of progress but fail to change practice. The alternative is what he calls                                              simplexity                                  : focusing on a small number of high-leverage drivers, pursuing them with depth, and aligning everything else behind them.                                                                                                            Proof This Works                                                      The logic of prioritization is not unique to education, and it&rsquo;s proven to work:                                                                                                                         Healthcare:                                                   The Institute for Healthcare Improvement&rsquo;s                                                  100,000 Lives Campaign                                                   didn&rsquo;t ask hospitals to improve everything. It focused on six specific interventions. The result: more than 122,000 lives saved in 18 months.                                                                        K&ndash;12 systems:                                                   The Peel District in Ontario reduced overload by pruning initiatives and focusing on four strategic goals. Teachers reported renewed clarity, and student outcomes improved.                                                                        Individual schools:                                                   In Garden Grove, California, leaders resisted scattershot reforms and instead rallied staff around a few shared goals, building coherence and producing sustained literacy gains.                                                                                                                                                  Whether in healthcare, K&ndash;12, or educator preparation, the evidence is clear:                                              focus is not a constraint. Focus is the condition for sustained improvement.                                               Programs that try to do everything at once rarely change much at all. Programs that choose a vital few priorities, sequence them, and hold attention are the ones that produce measurable shifts in practice and outcomes.                                                                                                                        System Design: How EdPrep Partners Approaches Change                                                      At EdPrep Partners, we see prioritization as system design. The EdPrep Performance Framework and the 14 Levers for Quality Teacher Preparation define what strong preparation looks like in action. But improvement does not come from pulling all 14 levers at once. It comes from selecting the right levers for the moment based on where a program currently is, sequencing those levers and corresponding actions across an intentional period of time, and building capacity and structures either within existing systems or from the ground-up. Most importantly, it means leveraging what already works and holding focus until the changes show up in teacher educator and candidate performance.                                                                                                            Choose a vital few, on purpose.                                                      The EdPrep Partners 14 Key Levers for Quality Teacher preparation are all essential for high quality preparation. But programs cannot pull them all with equal force at the same time. Improvement requires a methodical order, identifying which levers are of highe
1758st priority right now and which will drive the most significant improvement in candidates&rsquo; developmental experiences and readiness.                                                                                                            We help teams prioritize the Key Levers that will have the strongest line of sight to candidate readiness, which often begins with a program&rsquo;s vision for quality teaching &amp; learning, extends to teacher educator practices, and then considers how data can support alignment within, across and external to the program to better meet the workforce needs/priorities in the field. The outcome of this step is explicit: a short list of near term priorities, goals, actions, and metrics for progress monitoring change.                                                                                                            Sequence before you scale.                                                                   Depth requires pacing. We guide programs to stage both                                              what                                               changes and                                              how                                               changes are introduced over time, planning for what happens next week, in six weeks, over a semester, across a year, and through a three year trajectory. A clear roadmap gives program leadership, faculty, and clinical supervisors the confidence and processes they need to enact changes with fidelity and to reinforce new expectations as they take hold. Sequencing protects people from initiative overload and protects the work from shallow adoption.                                                                                                                        Build the conditions for focus.                                                                   Sustained focus is only possible when the right conditions are in place. At EdPrep Partners, we use the                                              Four C&rsquo;s                                  as the readiness screen for whether change will stick and scale:                                                                                           Commitment:                                                   Leaders demonstrate visible will, urgency, and sponsorship for improvement, backed by time, resources, and capacity.                                                                        Capacity:                                                   Faculty, clinical supervisors, and mentors have the people, time, and basic systems needed to enact new practices with quality.                                                                        Clarity:                                                   Goals, measures, and expectations are shared, simple, and aligned to what matters most for candidate readiness.                                                                        Collaboration:                                                   Candidates, teacher educators, P-12 districts, and community partners are all engaged in both the decision-making and the implementation.                                                                                                                                     We help state agencies, regional collaboratives, and teacher preparation programs assess, strengthen, and monitor these conditions so that chosen priorities can take root, spread, and endure through leadership, staffing, policy, or environmental changes.                                                                                                            Lead from your locus of control.                                                      Programs gain traction fastest when they begin where authority, influence, and ability to impact change are strongest. We guide teams to focus first on what they can control &mdash; program design, faculty expectations, clinical supervision protocols, tools, training and development, and candidate experiences. From there, we help them influence what they can &mdash; such as partnership agreements, calendars, and shared practices with districts. Finally, we prepare them to navigate what is beyond their control without letting it dictate the agenda or distract from the work. This discipline keeps energy aimed at changes that can be implemented with quality and sustained over time.                                                                                                            Design for practice.                                                      The real test of prioritization is whether teacher educators change how they prepare candidates through their practices, the environments they create, and the routines they model, and what they prepare candidates to do through the methods, instructional moves, and content pedagogies that matter most for readiness. Success is measured by whether candidates can demonstrate these practices against shared standards in both coursew
1758ork and clinical experiences.                                                                                                            Guardrails that protect focus.                                                      Every priority is anchored in a clear aim, a focused set of action steps, a near term win window, and defined owners. Just as important, every plan also identifies what will not be added during the term. These guardrails keep agendas, professional learning, and project management aligned to the same targets until evidence shows the work is landing. By naming both the work to pursue and the work to defer, programs protect faculty and clinical supervisors from overload and ensure that chosen priorities move from plan to practice.                                                                                                            Operationalizing Change: The Playbook                                                      Strong programs do not rely on willpower alone. They put structures in place that protect focus: Strategic Action Plans that anchor one or two priorities, phased models that define what happens now versus later, and data routines that keep attention on the chosen goals.                                                                                                            1. Strategic Action Plans (SAPs)                                                      A Strategic Action Plan is the anchor document that turns broad aspirations into focused, near term work. A well designed SAP answers five questions:                                                                                                                         Aim:                                                   What one or two priorities are we pursuing this term?                                                                        Drivers:                                                   What specific practices, structures, or conditions must change to make progress?                                                                        Milestones:                                                   What 90 to 120 day wins will show evidence of progress?                                                                        Evidence:                                                   What data, artifacts, or observations will we use to know it is working?                                                                        Owners:                                                   Who is responsible, and by when?                                                                                                                                                  Equally important is naming                                              what will not be added this term.                                               These guardrails prevent initiative creep and keep agendas disciplined.                                                                                                                                     For example, a program might set an aim of improving candidate rehearsal and feedback cycles. The SAP would specify drivers such as faculty &amp; clinical supervisor modeling &amp; labeling criteria-driven feedback, rehearsal opportunities, and each of the elements of quality coaching. Milestones might include teacher educator professional development, practice opportunities, shadowing or observations, peer feedback, and candidate survey data.                                                                                                                                     SAPs become the                                              plan of record                                               for program leaders, faculty, and clinical supervisors. Meeting agendas, professional learning, and all corresponding coaching cycles are aligned to the SAP, ensuring energy is directed toward the Key Lever of focus rather than scattered across competing initiatives.                                                                                                                        2. Phased Improvement                                                      Change is more sustainable when sequenced over time. EdPrep Partners uses a three phase approach that helps programs distinguish between what happens now, and what comes later:                                                                                                            Diagnose &amp; Plan                                                                   Conduct diagnostic reviews to surface strengths and gaps                                                           Use prioritized stakeholder questions and artifact reviews to i
1758dentify high leverage levers                                                           Co create an initial SAP with near term wins                                                                                                                        Implement and Early Scale                                                                   Support faculty, clinical supervisors, and mentors to put new practices into action                                                           Provide modeling, professional learning, and coaching aligned to SAP drivers                                                           Capture early evidence of candidate and teacher educator practice shifts                                                           Evaluate fidelity before expanding                                                                                                                        Sustain and Monitor                                                                   Embed routines that ensure practices stick across semesters                                                           Adjust and refine based on evidence                                                           Decide whether to deepen the same lever or add a new one                                                                                                                        Each phase has gates:                                    clear evidence criteria that determine whether a program is ready to move forward. These gates prevent programs from scaling new practices before they are ready and keep attention fixed on current priorities until they are solid.                                                                                                            3. Data Routines That Hold Focus                                                      Data routines are the discipline that sustains prioritization. They are not compliance exercises. They are structured, repeatable processes that ensure data is not just collected but actively interpreted, discussed, and used to improve candidate preparation. When implemented with consistency, data routines clarify not only what happened but also what should happen next.                                                                                                            A strong data routine keeps action close to the candidates&rsquo; developmental experiences. Faculty, clinical supervisors, mentors, and candidates themselves use timely evidence to adjust instructional practices, coaching approaches, and supports in ways that directly impact candidate development.                                                                                                            A simple monthly or bi monthly routine might include:                                                                                                                         Agenda:                                                   75 minutes, with 80 percent devoted to current SAP priorities                                                                        Artifacts:                                                   candidate observation and signature assignment data, rehearsal performance results, coaching feedback notes (faculty and clinical supervisors)                                                                        Questions:                                                           Are candidates enacting the instructional practices - methods, pedagogies, and content knowledge - along the program&rsquo;s developmental trajectory with consistency?                                                           What trends are emerging in candidate performance?                                                           Which teacher educator practices are promoting or deterring candidate growth?                                                           What does teacher educator performance reveal about readiness?                                                           What trends are visible in disaggregated data compared to aggregate data?                                                                                                                                     At their best, data routines do two things at once: they                                              reinfor
1758ce or refine focus                                               by keeping the chosen lever at the center of discussion, and they                                              surface near term wins                                               by highlighting evidence of progress to celebrate and build momentum.                                                                                                                                     We explore this idea in greater depth in a previous EdPrep Insight,                                              From Data Collection to Daily Practice: How Strong Data Routines Improve Teacher Preparation.                                  Read here                                                                                                            Measures of Progress: Depth Over Breadth                                                      The best signal of successful prioritization is not the number of initiatives launched. It is the evidence that one or two critical improvements are implemented with depth, sustained across semesters, and visible in both teacher educator practices and candidate enactment. At EdPrep Partners, we look for progress across four dimensions:                                                                                                            1. Implementation Fidelity                                                      The first signal is whether the plan is being executed with discipline.                                                                                           SAP milestones completed on time, showing that 90 to 120 day wins are achieved                                                           Leadership, faculty, and clinical supervisor meetings aligned to stated priorities                                                           Calibration checks showing implementation in programmatic experiences                                                                                                                        These indicators reveal whether programs are sticking with their priorities rather than drifting back into overload.                                                                                                            2. Practice Change                                                      The real test of prioritization is what happens in the daily work of teacher educators and candidates.                                                                                                                         Faculty and supervisors enacting practices tied to the chosen priority area(s)                                                           Candidates demonstrating stronger performance on prioritized skills in rehearsals, coursework, and clinical observations                                                           Coursework and clinical expectations aligned so all teacher educators are reinforcing the change                                                                                                                        When prioritization is working, practice across the program becomes coherent, not just compliant on paper.                                                                                                            3. Sustained Focus                                                      Improvement is fragile unless it survives the inevitable turnover and shifting pressures.                                                                                                                         Priorities carried consistently across two or more terms, even with leadership or staffing changes                                                           Practices and routines institutionalized over two or more years so they become standard operating procedures rather than temporary projects                                                                              Depth requires persistence. Sustained focus shows that programs are embedding change rather than launching initiatives that fade.                                                                                                            4. Guarding the Gains                                                      Strong programs protect improvements even as new priorities emerge.                                                                                           Evidence that gains from prior terms are still holding                                                           No regression in candidate performance or faculty practices tied to earlier Key Levers                                                           Standard operating procedures in place so progress does not depend on one leader or champion                                                                                                                        Guarding the gains ensures improvement is cumulative. Eac
1758h new priority builds on the last rather than replacing it.                                                                                                            Let&rsquo;s Give Them One                                                      Dramatic improvement does not come from doing everything. It comes from doing the right things, deeply and well. Programs that choose a vital few priorities, sequence them with discipline, and sustain them through practice based routines are the ones that change what candidates experience, how they perform, and ultimately the outcomes of P12 students.                                                                                                            At EdPrep Partners, we help programs focus, sequence, and sustain the improvements that matter most. Because every child deserves an excellent educator.                                                                                                            Let&rsquo;s give them one.</div> 
1759</div> 
1760 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/the-prioritization-imperative-how-programs-make-change-stick"></a> 
1761</div> 
1762</div> 
1763</div> 
1764</div> 
1765 <div style="-ms-grid-column:1; -ms-grid-row:5" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 2600.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/the-coaching-gap-moving-from-chance-to-design" data-blog-post-alias="the-coaching-gap-moving-from-chance-to-design" aria-label="The Coaching Gap: Moving From Chance to Design"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/2-7ac2acfe-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/2-7ac2acfe-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
1766</a> 
1767 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/the-coaching-gap-moving-from-chance-to-design" data-blog-post-alias="the-coaching-gap-moving-from-chance-to-design">The Coaching Gap: Moving From Chance to Design</a> 
1768</h3> 
1769</div> 
1770 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
1771 <span>&bull;</span> 
1772 <span>September 8, 2025</span> 
1773</div> 
1774 <div class="postDescription" data-auto="blog-post-description">The Coaching Gap: Moving From                                                      Chance to Design                                                                                Implementing Coaching Systems Every Candidate Can Count On                                                                                                            Why Coaching Forecasts Readiness                                                                                        Clinical and internship teaching are often cited as the most impactful portions of teacher                                                      preparation for two reasons: they allow candidates to enact instructional practices with P-12                                                                   students, and they provide iterative coaching from faculty, clinical supervisors, mentors, and peers. Yet across both coursework and clinical experiences,                                              feedback remains inconsistent and often falls short                                               . A recent study analyzing more than 11,000 supervisor evaluations and candidate reflections found that                                              fewer than half of evaluations included a clear area for improvement or an actionable next step.                                    Supervisors most often flagged classroom management as the area for growth, while candidates themselves highlighted lesson planning.                                                                                                                         The quality and focus of feedback matters, and the gaps are visible in how our field is currently leveraging coaching across preparation. Meta analyses reinforce what we already know: coaching and mentoring improve candidates&rsquo; instructional skills, but not all feedback is equal. The most powerful driver of growth is when teacher educators-whether faculty in coursew
1774ork or supervisors and mentors in clinical settings-model practices, make their thinking visible, and then give candidates the chance to rehearse those methods, instructional and content pedagogies, or strategies with criteria driven feedback. In programs that do this, preservice teachers show much clearer improvement in their teaching and in their ability to make lessons clear for students.                                              Feedback alone is not enough. Feedback plus modeling and rehearsal is what moves practice.                                                                                                                         We have a system design problem, and it has become painfully clear: too often, feedback depends on an individual faculty member, supervisor, or mentor and their own experience and skill in coaching rather than on                                              a consistent structure every candidate can count on.                                    What is missing is a common coaching cycle: beginning with pre observation planning aligned to candidate developmental needs, narrowing to one or two refinement areas during observation, and following with evidence based debriefs that link teacher moves to student learning. High quality coaching closes by modeling the expected practice with clear criteria, giving candidates space to rehearse it, providing feedback during the rehearsal, and setting clear action steps with additional follow up. Without this structure, feedback risks being occasional advice or scattered tips rather than a deliberate system for growth.                                                                                                            This is the kind of challenge the field can solve together.                                               By building on a shared approach,                                                                  programs can move from good intentions to a reliable system that ensures every candidate,                                                      across coursework and clinical experiences, receives the coaching they need, and deserve, to be truly prepared for P-12 students.                                                                                                            Barriers That Prevent Quality Feedback                                                                                        The inconsistent quality and timeliness of feedback to candidates is not simply a matter of                                                      individual effort. It reflects predictable barriers in program structures and processes that most preparation programs face when coaching is not designed with intentionality.                                                                                                                         Coaching usually depends on the individual teacher educator. Too often, the quality of feedback rests on the interests and expertise of a faculty member, clinical supervisor, or mentor, shaped by their own experience and level of skill in coaching. Without a shared structure, candidates end up with very different developmental opportunities depending on who they are assigned.                                                                                                                                     We wait until clinical supervision for quality, criteria driven, instructional framework based feedback. Programs often treat coursework as the place for feedback on theory, leaving the more structured, criteria based coaching tied to the instructional framework for clinical experiences. This delay means candidates miss opportunities to build their understanding of quality instruction as defined by their campus and district, to develop habits earlier and more consistently, and it reinforces the idea that coaching is an event in supervision rather than a throughline across preparation.                                                                                                                                     Time and scheduling work against consistency. Candidates are often grouped or assigned without a clear purpose for maximizing observation and coaching, defaulting instead to logistical convenience. Clinical supervisors then juggle multiple campuses and candidates, while faculty balance coursework and other responsibilities. Without program level norms that protect and prioritize time for coaching, feedback becomes irregular or rushed. If a program intentionally partners on placements and reduces the number of campuses it serves, supervisors can spend more time observing, debriefing, and strengthening the quality of onsite supports.                                                                                                                                     Feedback is delayed or diluted. Candidates sometimes wait days for written notes or receive general comments instead of specific, actionable guidance they can use in their very next lesson. Delayed or vague feedback loses its power to shape immediate growth and leaves candidates uncertain about what to do next.                                                                                                                                     Coaching debriefs lack success criteria and rehearsals. Too often, post observation conversations stop at pointing out what was seen or offering general advice. Without clear criteria for what &ldquo;good&rdquo; looks like and without structured opportunities to rehearse the move, candidates leave with feedback they cannot immediately translate into action.                                                                                                                                     Roles are not calibrated. Faculty, supervisors, and mentors often work from different playbooks and hold different understandings of the standard, emphasizing varied priorities or using inconsistent language. Candidates then hear mixed messages about what matters most, and their development depends more on who is coaching them than on a shared vision of quality teaching.                                                                                                                                     Limited ongoing development for teacher educators. Faculty, supervisors, and mentors are often expected to coach without consistent training, practice, or feedback on their own coaching. Opportunities for ongoing development, including train the trainer models and observation of teacher educators themselves, are rare. Without this support, even well intentioned teacher educators struggle to provide the high quality feedback candidates need, and deserve.                                                                                                                        These barriers are real, but they are not permanent. Eac
1774h can be addressed by treating coaching as a system that ensures every candidate, in both coursework and clinical experiences, participates in the same cycle of focused observation, timely feedback, modeling, and rehearsal.                                                                                                            The opportunity is to move from coaching by chance to coaching by design.                                                                                                            Designing a Shared Coaching Cycle</div> 
1775</div> 
1776 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/the-coaching-gap-moving-from-chance-to-design"></a> 
1777</div> 
1778</div> 
1779</div> 
1780</div> 
1781 <div style="-ms-grid-column:2; -ms-grid-row:5" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 2800.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/from-data-collection-to-daily-practice-how-strong-data-routines-improve-teacher-preparation" data-blog-post-alias="from-data-collection-to-daily-practice-how-strong-data-routines-improve-teacher-preparation" aria-label="From Data Collection to Daily Practice: How Strong Data Routines Improve Teacher Preparation"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/3-6df0ad6e-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/3-6df0ad6e-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
1782</a> 
1783 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/from-data-collection-to-daily-practice-how-strong-data-routines-improve-teacher-preparation" data-blog-post-alias="from-data-collection-to-daily-practice-how-strong-data-routines-improve-teacher-preparation">From Data Collection to Daily Practice: How Strong Data Routines Improve Teacher Preparation</a> 
1784</h3> 
1785</div> 
1786 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
1787 <span>&bull;</span> 
1788 <span>September 3, 2025</span> 
1789</div> 
1790 <div class="postDescription" data-auto="blog-post-description">From Data Collection to Daily Practice: How Strong Data Routines Improve Teacher Preparation                                                                                                            Improving Candidate Development and Strengthening                                                                                                            Let&rsquo;s Start Using Data to Improve Preparation                                                                               Educator preparation programs are not short on data. Programs collect everything from candidates&rsquo; instructional performance to certification exam attempts to stakeholder surveys. But when that data gets pulled out for a faculty meeting once a year or tucked away in a compliance folder, it rarely changes what matters most: how candidates are being prepared, supported, and developed in real time.                                                                                                                        The challenge is not necessarily a lack of data.                                                                                                                         It is a lack of data routines. Too often, data becomes a performance-something reviewed to meet compliance or displayed on a dashboard rather than used to drive change. The issue is not too much information. It is that the right people are not looking at the right data at the right time, with the intention to act.                                                                                                                                     What preparation programs need is not more data, rather better (and often simpler) infrastructure and processes for using the data they already have. Programs across the country must move from passive collection to active improvement. When implemented with intention and consistency, data routines become the mechanisms that surface patterns, prompt timely action, and distribute decision-making across the people closest to candidate development.                                                                                                                        Strong programs and teacher educators do not use data just to understand what happened. They use it to decide what will happen next, and then they act on it.                                                                                                            Data Routines are used to:                                                                                 Monitor candidate development across coursew
1790ork and clinical experiences Strengthen faculty and clinical supervisor practice                                                                                      Identify and address misalignment between candidate expectations and performance                                                                        Inform improvements in coursework, coaching, and support structures                                                                                                                        Data routines are not something that happens once a semester. They are built with intention, follow a consistent cadence, and bring everyone to the table.                                                                                                            What Is a Data Routine?                                                                               A data routine is not a dashboard. It&rsquo;s not a spreadsheet review. And it&rsquo;s not a one-time meeting. Data routines are the structured, recurring processes that help educator preparation programs monitor performance, identify trends, and take meaningful action. They are improvement mechanisms, embedded into the core work of faculty &amp; clinical supervisors&rsquo; teaching, coaching, and candidate support.                                              High-quality routines follow a predictable pattern:                                                                                                            A Simple, Powerful Cycle:</div> 
1791</div> 
1792 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/from-data-collection-to-daily-practice-how-strong-data-routines-improve-teacher-preparation"></a> 
1793</div> 
1794</div> 
1795</div> 
1796</div> 
1797 <div style="-ms-grid-column:3; -ms-grid-row:5" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 3000.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/edprep-partners-quarterly-update-summer-2025" data-blog-post-alias="edprep-partners-quarterly-update-summer-2025" aria-label="EdPrep Partners Quarterly Update Summer 2025"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/4-83f1d760-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/4-83f1d760-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
1798</a> 
1799 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/edprep-partners-quarterly-update-summer-2025" data-blog-post-alias="edprep-partners-quarterly-update-summer-2025">EdPrep Partners Quarterly Update Summer 2025</a> 
1800</h3> 
1801</div> 
1802 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
1803 <span>&bull;</span> 
1804 <span>August 12, 2025</span> 
1805</div> 
1806 <div class="postDescription" data-auto="blog-post-description">EdPrep Partners Quarterly Update                                                                                        Summer 2025 | Invest in Preparation. Deliver What Works                                                                                                                         The Readiness Imperative:                                              Building &amp; Doing What Matters                                                                                                                        Over the last two decades, I&rsquo;ve worked alongside preparation leaders and faculty who have poured extraordinary amounts of energy into building plans, frameworks, and bold visions for improvement in educator preparation. I&rsquo;ve learned so much&mdash;and have been continually humbled by the innovative, purposeful leaders alongside me driving improvements in our field. That groundwork matters. But despite this progress, too much of what&rsquo;s needed still lives on paper rather than in practice.                                                                                                            It&rsquo;s not that the work hasn&rsquo;t started&mdash;it&rsquo;s that lasting, high-impact implementation remains uneven, most especially for teacher candidates and P-12 students. Now, more than ever, is the moment to shift from planning for quality preparation to practicing it.                                                                                                                         At EdPrep Partners, we believe the next chapter isn&rsquo;t about chasing trends&mdash;it&rsquo;s about                                              delivering on what we as a field already know works.                                    That doesn&rsquo;t mean the work is simple. Preparing excellent teachers requires intention, precision, and sustained support.                                                                                                                         We recognize there are new and promising ways to organize staffing and reimagine pathways&mdash;and we&rsquo;re incredibly excited about those shifts. But                                              the fundamentals of great teaching and teacher preparation remain under-implemented in far too many places.                                                                                                            The drivers of teacher candidate readiness aren&rsquo;t a mystery&mdash;and they shouldn&rsquo;t be. We need to democratize what works so that every program, every pathway, and every candidate has access to the preparation practices that most quickly build readiness to teach.                                                                                                                         Quality teaching at every level is the engine of readiness.                                                   When faculty, supervisors, and mentor teachers explicitly model high-leverage practices, label the criteria behind them, and develop rigorous, high-impact practices, candidates internalize what excellent teaching looks like&mdash;and how to facilitate it.                                                                        Structured practice leads to stronger instruction.                                                   Teacher candidates improve when they rehearse and enact teaching moves in authentic classroom settings&mdash;whether through representations or enactments with P-12 students&mdash;where candidates are both challenged and supported.                                                                        High-frequency, high-quality feedback drives growth.                                                   Candidates need routine, specific, and timely feedback aligned to a clear developmental trajectory&mdash;not just reflection prompts, but feedback anchored in criteria, informed by modeling, and focused on instructional pedagogy and decision-making proven to improve P-12 outcomes. When paired with structured practice, these feedback opportunities build the habits and precision needed for day-one readiness.                                                                                                                                     Not all efforts lead to impact. Some strategies feel comfortable or manageable for programs&mdash;not because they&rsquo;re high-leverage, but because they&rsquo;re low-resistance.                                                                                                            At its core, this is about preparation&mdash;real, rigorous preparation that equips candidates to teach effectively both during their program and well beyond it.                                               To make meaningful progress, we must get sharper about what truly builds readiness&mdash;and commit to doing it. That means adopting a mindset of discipline, intentionality, and purposefulness in how candidates spend their time in preparation&mdash;applied not only to candidates themselves, but to the people and systems responsible for preparing them.                                                                                                                        Let&rsquo;s make teacher preparation better&mdash;together.                                                                                                            Calvin J. Stocker                                                      Founder &amp; CEO, EdPrep Partners                                                                                                                         EdPrep Perspective:                                              A Systems Response to the Learning Crisis                                                                                                            Our EdPrep Perspective series provides guidance on urgent challenges in educator preparation&mdash;grounded in research and focused on actionable solutions.                                                                                                            Refocusing on What Works                                                      In the wake of national learning setbacks and increased urgency around teacher readiness, Refocusing on What Works offers a candid response. Drawing from a recent New York Times article and EdPrep Partner&rsquo;s experience, this brief calls for a systems-level shift&mdash;away from slogans and toward preparation practices that drive candidate preparation and, ultimately, student learning. Let&rsquo;s implement blueprints that move from intention, to impact.                                                      Read the EdPrep Perspective                                                                                                                         What&rsquo;s Ahead:                                              Strengthening Preparation Through State-Led Commitments                                                                                                                                              EdPrep Partners was founded with a clear purpose: to dramatically improve the quality of teacher preparation nationwide.                                                                                                            Across the field, we see educator preparation programs, faculty, funders, and state agencies working hard to strengthen both where and how future teachers are developed. Yet even with this momentum, too many candidates still enter classrooms without the instructional skills or developmental support needed to succeed on day one.                                                                                                            The opportunity now is to move with greater precision and urgency&mdash;to build on existing strengths, align preparation to what works, and reimagine pathways in ways that expand access without compromising quality. That doesn&rsquo;t require starting over; it requires support that is targeted, practical, and sustainable.                                                                                                            This year, we&rsquo;re supporting a new wave of multi-year efforts across several states, each grounded in that commitment. Formal announcements will come directly from our partners, but we&rsquo;re excited to share that this work reflects exactly what we exist to do: support programs and systems ready to deepen their efforts and take the next step toward rigorous, practice-based preparation that equips teachers to improve outcomes for P&ndash;12 students.                                                                                                            Across our engagements, we focus on five high-leverage drivers of change:                                                                                                                         Deep program diagnostics                                                   to identify what is&mdash;and isn&rsquo;t&mdash;effectively preparing candidates for high-quality instruction with P&ndash;12 students.                                                                        Prioritized recommendations                                                   that drive purposeful, timely shifts in the areas that most impact instructional qual
1806ity and student outcomes.                                                                        Technical assistance                                                   that builds the capacity of EPP leaders and teacher educators through strategic, high-frequency support&mdash;designed to drive lasting, scalable improvement.                                                                        Pathway diversification                                                   that meets candidates and the educator preparation market where they are&mdash;while scaling sustainable models that deliver on quality.                                                                        Streamlined data routines                                                   that increase the consistency and utility of data use&mdash;enabling programs to plan, communicate, and improve more effectively. We help programs democratize data so it becomes a tool for improvement, not just compliance.                                                                                                                                     We don&rsquo;t just name what matters&mdash;we help programs do it. Whether through state systems work, cross-institutional technical assistance, or focused program support, we partner with those ready to raise the bar for preparation&mdash;and stay there.                                                                                                                         From the Field:                                              What&rsquo;s Working and Why It Matters                                                                                                            Across the field, bold and grounded work is pushing preparation forward. These recent contributions&mdash;from national leaders and institutions&mdash;spotlight the practical shifts, leadership priorities, and instructional models that most urgently deserve attention. Each underscores a shared commitment: deepen candidate development, raise expectations for educator learning, and design systems that deliver real results for teacher candidate preparation and P&ndash;12 students.                                                                                                            From TeachingWorks at the University of Michigan                                                                   In A Brief Exploration of Mathematical Literacy, Nicole Garcia, Deborah Loewenberg Ball, and the                                              TeachingWorks                                               team emphasize that                                              mathematical literacy isn&rsquo;t a given&mdash;it must be intentionally built.                                               Students need to engage in meaningful problem-solving, communicate their mathematical thinking, and develop positive math identities. To meet that charge, TeachingWorks and the New York State Education Department collaborated to distill decades of research into eight concise, accessible briefs. The briefs outline essential practices for building mathematical proficiency and offer practical guidance on instruction, assessment, curriculum use, leadership, and more.                                                                      Read the Post                                                      Read the Briefs                                                                                                            From TeachingWorks at the University of Michigan                                                      Francesca Forzani from TeachingWorks offers the field a timely reminder: teacher preparation isn&rsquo;t just complex&mdash;it&rsquo;s public work. Her call to make our teaching visible through thoughtful syllabi, course plans, and public materials challenges us to represent preparation clearly and professionally. &ldquo;Just because it&rsquo;s tough doesn&rsquo;t mean we shouldn&rsquo;t do it,&rdquo; she writes. &ldquo;As the preparers of our nation&rsquo;s public school teachers, we shouldn&rsquo;t be affronted by requests to make clear what we do and how we do it.&rdquo;                                                          Read Francesca&rsquo;s Post                                                      Read EdPrep Partner&rsquo;s Response                                                                                                            From Dean&rsquo;s for Impact                                                                   In Rethinking Leadership in 
1806Educator Preparation,                                              Deans for Impact                                               shares findings from a national study examining the evolving role of leadership in educator preparation. The report outlines a new vision for program leadership&mdash;one grounded in instructional focus, system-level strategy, and proactive coalition-building. At its core, the report calls on EPP leaders to:                                                                                                              Reclaim instructional improvement                                                   as the central purpose of preparation, focusing leadership energy on strengthening candidate learning experiences.                                                                        Lead discerning strategic change                                                   by aligning people, systems, and decision-making to long-term priorities&mdash;not short-term fixes.                                                                        Engage in proactive advocacy                                                   to advance a shared vision of quality educator preparation at the local, state, and national levels.                                                                                                              Each priority is brought to life through powerful case studies of leaders who are threading the needle between innovation and accountability.                                              Read the Publication                                                                                                            From Dean&rsquo;s for Impact                                                                   In From Preparation to Prosperity: Federal Actions to Support Future Teachers, Deans for Impact outlines a bold federal agenda to address the national teacher shortage and strengthen educator preparation. The brief calls on federal leaders to                                              (1)                                                                                invest in teacher preparation                                               through sustained and streamlined funding for accessible, practice-based pathways;                                              (2)                                                                                reset the national conversation on teaching and learning                                               , including recognizing aspiring teachers and elevating evidence-based workforce strategies; and                                              (3) advance policy to scale affordable, high-quality preparation                                  , including stronger PK&ndash;12 and EPP partnerships, paid clinical experiences, and aligned accountability.                                              Read the Brief                                                                                                            From Arizona State University&rsquo;s Next Education Workforce                                                            From the team at Arizona State University&rsquo;s Mary Lou Fulton Teachers College,                                              The Next Education Workforce                                               offers a compelling                                              call to rethink how we organize educators and learning in schools.                                    Brent Maddin and his team raise up the long-standing one-teacher, one-classroom model and propose a team-based approach that distributes expertise, deepens student learning, and improves outcomes for all P-12 students. These models include new roles, advancement pathways, and more sustainable working conditions for educators. With practical guidance for school leaders, preparation providers, and policymakers, the book outlines how to launch and sustain these models&mdash;calling for a system-wide shift in leadership, human capital strategy, and educator development to meet today&rsquo;s learning demands.                                                                                                                                     Explore the Book                                                      Read the Preliminary Research                                                                                                                         EdPrep Insights:                                              What You May Have Missed                                                                                                            Our EdPrep Insights series surfaces urgent challenges in educator preparation and lifts up research-aligned, actionable strategies for improvement. Each brief is grounded in EdPrep&rsquo;s technical assistance approach and directly reflects the EdPrep Performance Framework and our 14 Levers for Quality Teacher Preparation. If you haven&rsquo;t yet explored the most recent editions, here&rsquo;s what you missed:                                                                                                            Delaware&rsquo;s Playbook: A Signal for What&rsquo;s Possible in Teacher Preparation and Literacy                                                      This EdPrep Insight highlights how Delaware&rsquo;s statewide approach&mdash;blending residency, strategic staffing, a focus on literacy, and a clear set of standards, and aligned program supports&mdash;offers a model for what&rsquo;s possible when policy, preparation, and practice work in sync.                                                      Read the EdPrep Insight                                                                                                            The Faculty Factor: Elevating the Teacher Educators Who Equip Future Teachers                                                      We can&rsquo;t raise the bar for candidates without raising the bar for those who prepare them. This EdPrep Insight outlines the urgent need&mdash;and concrete actions&mdash;for supporting faculty, supervisors, and mentors to ensure quality teaching at every level.                                              Read the EdPrep Insight                                                                                                            When Preparation Is the Priority: How UH Is Redefining Quality ACP at Scale                                                      This EdPrep Insight profiles the University of Houston&rsquo;s ACP as a bold example of what happens when preparation&mdash;not just compliance&mdash;drives program design. It&rsquo;s a roadmap for building high-quality alternative pathways without lowering the bar.                                              Read the EdPrep Insight                                                                                                            Gatekeepers of Readiness: Reclaiming Quality in Teacher Preparation                                                      Too many teacher candidates advance without ever demonstrating they&rsquo;re ready to teach. Performance gateways offer preparation programs a clear, evidence-based way to ensure every candidate is truly instructional day one ready.                                              Read the EdPrep Insight                                                                                                                         Our Growing Team:                                              Leaders Advancing a Shared Mission                                                                                                                         We&rsquo;re thrilled to welcome three exceptional leaders to the                                              EdPrep Partners team                                  &mdash;each bringing deep expertise and a clear charge to help strengthen the systems, supports, and partnerships that enable educator preparation programs and state agencies in making high-quality preparation possible.                                                                                                                         Stephanie Howard                                                           joins as                                              Senior Director of Programs &amp; Partnerships                                  , where she will lead diagnostic review teams, support technical assistance implementation, and help shape EdPrep Partner&rsquo;s national strategy for dramatically improving teacher preparation. With deep experience in educator development, program diagnostics, systems design, and partnership building, Stephanie is already deepening our work to define quality, elevate preparation practices that work, and expand the tools programs use to drive candidate growth.                                                                                                                         Dr. Stephanie Lund                                                           serves as our new                                              Director of Technical Assistance                                  , focused on codifying and scaling EdPrep Partner&rsquo;s on-the-ground support to educator preparation programs and P&ndash;12 partners. Drawing from her experience strengthening clinical models and instructional leadership, along with supporting large-scale redesign in coursew
1806ork, she is already feverishly supporting EdPrep Partners and our stakeholders in refining technical assistance structures, building faculty capacity, and leading cross-organizational initiatives to improve teacher candidate readiness and P-12 student outcomes.                                                                                                                         Liz Lindsey                                                           is our                                              Director of Operations &amp; Administration                                  , leading the systems and infrastructure that power EdPrep Partners&rsquo; day-to-day operations and long-term growth. She focuses on strategically leveraging resources to drive efficiency and support our mission to dramatically improve the quality of teacher preparation nationwide. Liz ensures our teams deliver with excellence&mdash;aligning financial, compliance, and operational practices to the same high standards we uphold in our technical assistance and expect of the programs we serve.</div> 
1807</div> 
1808 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/edprep-partners-quarterly-update-summer-2025"></a> 
1809</div> 
1810</div> 
1811</div> 
1812</div> 
1813 <div style="-ms-grid-column:1; -ms-grid-row:6" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 3200.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/but-who-develops-the-mentors" data-blog-post-alias="but-who-develops-the-mentors" aria-label="But Who Develops the Mentors?"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/5-d157f22b-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/5-d157f22b-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
1814</a> 
1815 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/but-who-develops-the-mentors" data-blog-post-alias="but-who-develops-the-mentors">But Who Develops the Mentors?</a> 
1816</h3> 
1817</div> 
1818 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
1819 <span>&bull;</span> 
1820 <span>July 30, 2025</span> 
1821</div> 
1822 <div class="postDescription" data-auto="blog-post-description">But Who Develops the Mentors?                                                      Why Faculty Development Is the Foundation of Teacher Preparation-And How Great Teacher Educators Make Great Mentors Possible                                                                                                            The Missing Link in Mentor Development                                                                                                                         We&rsquo;ve spent a lot of time lately talking about the people mentoring apprentices and residents in the field&mdash;and rightly so.                                              This latest New America report                                               has sparked renewed attention to a long-overlooked truth: in K&ndash;12 apprenticeship, pre-service, and sometimes in-service models, mentor teachers are the backbone of teacher preparation. They model instruction, guide day-to-day practice, and offer the kind of real-time feedback that, in the best-case scenario, accelerates candidate growth. But we can&rsquo;t &ldquo;hope&rdquo; candidates learn how to teach. And we can&rsquo;t keep overlooking a key group in the process: the faculty and staff inside educator preparation programs.                                                                  And that raises a question the field doesn&rsquo;t ask often enough, though one that actually matters most to the developmental outcomes of a teacher candidate:                                                                                                            Who&rsquo;s developing the mentors?                                                                   In educator preparation, we&rsquo;ve come to expect that in-service teachers can take on an ever-growing set of responsibilities&mdash;coaching, modeling, and providing developmental feedback&mdash;
1822often without access to deep, structured, and resourced support. Because they spend the most time with candidates, operate closest to the realities of P&ndash;12 classrooms, and often form the most meaningful relationships, mentors are seen as &ldquo;high-leverage.&rdquo; As a result,                                              we&rsquo;ve too often placed the bulk of candidate development on mentors and P&ndash;12 schools&rsquo; shoulders.                                                                                                            At the same time, we&rsquo;ve accepted a pair of quiet assumptions:                                                                                                                         First:                                                   That the people responsible for supporting mentors&mdash;EPP directors, faculty, and supervisors&mdash;already know how to effectively model instruction, coach mentors, and deliver high-quality feedback. That they don&rsquo;t need structured development themselves.                                                                        Second:                                                   That the EPP teacher educators have already equipped mentors with the tools, training, and support needed to develop teacher candidates well.                                                                                                                                                  Faculty and supervisors within educator preparation programs are the developers of mentors. And they need tools, routines, and ongoing development just as much as anyone else in the system.                                              In fact, they need it most                                  . Their role isn&rsquo;
1822t just to support candidates, but to develop the teacher educators who do.                                                                                                            When faculty aren&rsquo;t equipped to design developmental experiences, lead effective coaching and rehearsal cycles, or provide feedback aligned to shared expectations, research-backed methods, and defined instructional criteria, mentoring breaks down&mdash;even with the best intentions in place.                                                                                                            Faculty development isn&rsquo;t optional or periodic, it&rsquo;s the foundation of scalable, high-quality teacher preparation.                                                                                   As Francesca Forzani of                                              TeachingWorks                                               reminds us,                                              &ldquo;As teacher educators, no one should take instruction more seriously than we do.&rdquo;                                                                                                            The Conditions That Shape Mentoring                                                                                                                         In too many educator preparation programs, mentoring is treated as a standalone function&mdash;isolated from the faculty, coursework, and routines that define a candidates&rsquo; preparation experiences more broadly and deeply (meaning, where the time and resources in preparation are spent (coursework, clinical experiences and observation cycles, etc.). Mentors are expected to model high-quality instruction, guide novice practice, and give actionable feedback.                                              But what do we imagine happens when the people designing those experiences haven&rsquo;t been supported to do that work themselves?                                                                                                            Mentorship doesn&rsquo;t operate in a vacuum.                                                                      It reflects what faculty and field supervisors prioritize, plan for, and model. Strong mentoring depends on strong teacher educators, including those who can translate instructional frameworks into rehearsal and feedback routines, scaffold development across time, and consistently model what high-quality teaching looks like. To do that well, they must be equipped with clear performance criteria and the capacity to offer focused, developmental feedback.                                                                                                            And yet, in too many places:                                                                                                                         There&rsquo;s often no shared definition of high-quality teacher educator practice.                                                                                                     No clear criteria, performance expectations, or consistent observation and feedback structures like the ones we expect for candidates. Frameworks and practices,                                                  like those from TeachingWorks                                     , offer strong starting points to embed within faculty development.                                                           Observation and feedback tools vary widely, or don&rsquo;t exist at all.                                                   This gap extends beyond coaching protocols and includes uneven or missing use of instructional frameworks, which serve as the shared foundation for candidate development and performance expectations.                                                                        Faculty often receive little to no structured development                                                   on how to label, model, teach, or coach toward proficiency in key methods, instructional pedagogies, content pedagogies, or instructional strategies.                                                                                                                                     These gaps aren&rsquo;t incidental, they&rsquo;re structural. And they directly impact the candidate experience. When faculty aren&rsquo;t prepared to develop mentors, mentors can&rsquo;t fully develop candidates. And the entire system suffers from a lack of clarity, consistency, and support.                                                                                                            How Strong Programs Develop Better Mentors                                                                                                            Strong mentoring doesn&rsquo;t start in the P&ndash;12 classroom. It begins with the people and practices that develop effective mentors.                                                                                             The strategies that make mentoring effective&mdash;modeling instruction, defining clear expectations, using structured coaching routines, and providing actionable feedback&mdash;aren&rsquo;t just for mentors. They&rsquo;re core responsibilities of the faculty, supervisors, and program leaders who design, support, and sustain high-quality teacher preparation.                                                                                                            When teacher educators are equipped to model, label, and coach instructional practice themselves, they&rsquo;re better positioned to develop mentors who can do the same. And when expectations are aligned across coursew
1822ork and clinical experiences, candidates experience more consistent and connected support.                                                      Strong programs invest in the people and structures that make effective mentoring possible. Mentoring systems don&rsquo;t improve by chance. They improve through clear expectations, shared language, and deliberate, supported practice&mdash;starting with the people who lead them.                                                                                                            Five things strong programs do to ensure faculty, supervisors, and mentors are all set up to succeed:                                                                                                                         Establish Clear Criteria for Instructional Practices                                                  Strong programs don&rsquo;t leave quality teaching to interpretation. They ensure teacher educators can articulate, teach, and apply clear criteria for what proficient performance looks like, grounded in the instructional methods and pedagogies the program prioritizes. Candidates know what&rsquo;s expected. Mentors and faculty know how to support it.                                                           Label &amp; Model High-Quality Instructional Practices                                                  Faculty, supervisors, and mentors consistently label &amp; model prioritized instructional methods and pedagogies&mdash;not just in coursework, but across rehearsals, field-based debriefs, and candidate coaching. They explicitly label the criteria of effective teaching and connect them to the program&rsquo;s instructional framework, reinforcing shared language and clear expectations.                                                           Use Structured Coaching and Feedback Routines                                                  Strong programs don&rsquo;t leave coaching to chance, they rely on repeatable, structured routines when engaging with candidates in their development. These include clear observation protocols, intentional debrief planning that prioritizes the highest-leverage growth area(s), and focused feedback conversations that incorporate labeling, modeling, and rehearsal. Next steps are actionable, aligned to each candidate&rsquo;s developmental trajectory, and anchored in the instructional performance criteria defined by the program and P&ndash;12 partners.                                                           Deliver Feedback That Builds Proficiency Over Time                                                  Effe
1822ctive feedback is specific, timely, actionable, developmentally appropriate, and aligned to shared expectations. It meets candidates where they are&mdash;and builds toward where they need to be&mdash;by supporting the knowledge, skills, and practices required for more advanced methods, pedagogies, and the needs of P&ndash;12 students. Faculty and supervisors provide both oral and written feedback that reinforces common instructional language, supports growth over time, and builds toward instructional proficiency. Crucially, feedback is calibrated across raters&mdash;ensuring it is fair, focused, and consistent.                                                           Align Expectations Between Faculty and Mentors                                                  Strong programs ensure that faculty, supervisors, and mentor teachers operate from a shared understanding of instructional expectations and feedback language. This alignment doesn&rsquo;t happen by chance&mdash;it requires intentional faculty development, structured calibration routines, and shared tools that anchor conversations in the program&rsquo;s instructional framework. When expectations are aligned, candidates receive clearer, more consistent support across coursework and clinical practice.                                                                                                                        These five practices aren&rsquo;t just features of building strong mentoring programs, they&rsquo;re the habits of strong programs. When faculty and supervisors do these things consistently, mentoring becomes a system, not a guess. E
1822xpectations are clearer. Support is more focused. And candidates are better prepared to teach.                                                                                                            Programs don&rsquo;t need to overhaul everything to improve faculty practices&mdash;and, in turn, mentor practices. Strong programs start small. They choose and consistently apply a common instructional framework. They identify core instructional methods, along with the definitions and criteria that guide candidate development within them. They select one or two high-leverage teacher educator practices that all faculty, supervisors, and mentors will use to support candidates. They adopt a focused coaching structure and process&mdash;such as Jim Knight&rsquo;s Impact Cycle, Elena Aguilar&rsquo;s Transformational Coaching Cycle, or Paul Bambrick-Santoyo&rsquo;s &ldquo;See It, Name It, Do It&rdquo; model&mdash;and align all feedback to the instructional framework and method criteria. From there, they progress monitor and ensure teacher educators are prepared to support mentors with the same clarity, consistency, and intentionality we expect mentors to show candidates.                                                                                                            Where Quality Mentoring Begins                                                                                        Strong mentoring doesn&rsquo;t happen by accident, and neither does strong teacher preparation. It happens by design. Programs that cultivate strong mentors understand that quality mentoring stems from strong modeling, clear expectations, and consistent support upstream. And that means attending to the development of the people who make it all possible: the faculty, supervisors, and staff inside educator preparation programs.                                                                                                            If mentors deserve support, modeling, and clarity, then the same must be true for those preparing them. These teacher educators do not just contribute to the preparation system&mdash;they shape the conditions, habits, and practices that drive it. They influence how mentors understand quality, how feedback is delivered, and how candidates make meaning of what it means to teach well.                                                                                                                         At                                              EdPrep Partners                                  , we work alongside programs to build that foundation, helping faculty and supervisors define what high quality practice looks like, model it with intention, and build the tools and routines to help others do the same. Our work supports not just individual development, but system level clarity and alignment, so that every candidate benefits from all teacher educators.                                                                                                            Because when all teacher educators grow, candidates grow. And when candidates grow, so do P&ndash;12 students.                                                                                                            Let&rsquo;s make teacher preparation better&mdash;together.</div> 
1823</div> 
1824 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/but-who-develops-the-mentors"></a> 
1825</div> 
1826</div> 
1827</div> 
1828</div> 
1829 <div style="-ms-grid-column:2; -ms-grid-row:6" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 3400.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/gatekeepers-of-readiness-reclaiming-quality-in-teacher-preparation" data-blog-post-alias="gatekeepers-of-readiness-reclaiming-quality-in-teacher-preparation" aria-label="Gatekeepers of Readiness: Reclaiming Quality in Teacher Preparation"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/6-0453b027-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/6-0453b027-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
1830</a> 
1831 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/gatekeepers-of-readiness-reclaiming-quality-in-teacher-preparation" data-blog-post-alias="gatekeepers-of-readiness-reclaiming-quality-in-teacher-preparation">Gatekeepers of Readiness: Reclaiming Quality in Teacher Preparation</a> 
1832</h3> 
1833</div> 
1834 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
1835 <span>&bull;</span> 
1836 <span>July 17, 2025</span> 
1837</div> 
1838 <div class="postDescription" data-auto="blog-post-description">Gatekeepers of Readiness: Reclaiming Quality in Teacher Preparation                                                                                                            The Challenge: Candidate Program Progress &ne; Proficiency                                                                                                            No gateway, no guarantee. If we truly want readiness, we have to require it.                                                      Every year, thousands of teacher candidates advance through preparation programs without clear, evidence-based confirmation that they&rsquo;re ready for what&rsquo;s next. Coursework and clinical experiences are completed. Clinical hours and documentation is logged. Evaluations are submitted. But critical questions remain:                                                                                                                         Can this candidate plan and deliver effective instruction?                                                           Has the candidate demonstrated proficiency in essential pedagogical methods?                                                           Is the candidate prepared to lead a classroom on day one?                                                                                                                        Too often, the answer isn&rsquo;t yes or no&mdash;it&rsquo;s maybe, probably, or simply unclear. And when progression is based more on time or task completion than demonstrated readiness, even well-intentioned systems can fall short. The result? Districts are left unsure of what a candidate can do. And ultimately, P&nd
1838ash;12 students experience the consequences in real time.                                                                                                            The Solution: Performance Gateways                                                                               At EdPrep Partners, we believe advancement in teacher preparation should be                                              earned                                               &mdash;not assumed. That&rsquo;s where                                              performance gateways                                               come in.                                                                                                                        Performance gateways are structured checkpoints built into a preparation program where candidates must demonstrate clear, observable proficiency in core instructional competencies before moving forward. They aren&rsquo;t hurdles&mdash;they&rsquo;re commitments to readiness. They reflect what many on the field have long recognized: that advancing through preparation requires defined opportunities to demonstrate performance, not just passive participation.                                                                                                            When done well, performance gateways give everyone a shared bar for what &ldquo;ready&rdquo; actually looks like. They align expectations across coursework and clinical experiences, helping programs feel confident that candidates aren&rsquo;t just progressing&mdash;they&rsquo;re prepared.                                                                                                            What Gateways Look Like in Practice                                                                  Strong programs don&rsquo;t treat performance gateways as one-time checks. They build them into the architecture of preparation&mdash;across three critical domains:                                                                                                            1. Coursework Progression                                                      Gateway assignments&mdash;whether performance tasks, planning artifacts, or modeled pedagogical practices&mdash;aren&rsquo;t just graded activities. They&rsquo;re structured demonstrations of instructional skill. Candidates must show proficiency against pre-developed criteria, using shared instructional frameworks, aligned to core methods and content pedagogy before advancing to later coursework or entering clinical placements.                                                                                                            2. Clinical Transition Points                                                      Before taking on any level of teaching responsibility&mdash;whether through co-teaching or as a full-time teacher of record&mdash;candidates engage in structured opportunities to demonstrate proficiency in core instructional methods and pedagogies. These gateways may include rehearsals, lesson enactments, or other representations of teaching, supported by observation of practice, planning artifacts, and content-pedagogy evidence assessed against shared instructional frameworks. When expectations aren&rsquo;t yet met, candidates receive targeted coaching&mdash;clear, high-quality oral and written feedback&mdash;alongside additional practice and a reassessment opportunity. The goal is not punishment, but support and growth.                                                                                                            3. Licensure Readiness and Program Completion                                                      Some performance gateways&mdash;whether tied to licensure, graduation, or overall program completion&mdash;draw on aggregated evidence of candidate performance. This may include portfolios, demonstration lessons, observation data, feedback cycles, and ratings on core instructional methods, pedagogical practices, and professional dispositions. These gateways offer a more comprehensive view of readiness&mdash;not just a checklist of completed tasks.                                                                  When candidates don&rsquo;t yet meet expectations, strong programs respond with support&mdash;not exclusion. That support includes targeted coaching, individualized growth plans, and multiple structured opportunities to demonstrate progress&mdash;ensuring that any high-stakes decision to advance or withhold a candidate is grounded in evidence.                                                                                                            What Strong Programs Do Differently                                                      Programs that implement effective performance gateways don&rsquo;t leave readiness to chance. They build it into the structure of preparation&mdash;and they&rsquo;re willing to make hard decisions in service of quality.                                                                                                            Here&rsquo;s what they prioritize:                                                                                                                         Shared Criteria and Expectations                                                  Gateways are aligned to a shared instructional framework, with consistent criteria &amp; look-fors, proficiency benchmarks, and frameworks used across faculty, supervisors, mentors, and candidates.                                                           Calibration Across Roles                                                  Faculty and field supervisors alike are trained and calibrated on what quality looks like&mdash;and how to assess it reliably.                                                           Transparent Candidate Support Plans                                                  Candidates know what&rsquo;s expected and what happens if they don&rsquo;t meet the bar. Growth plans are not reactive&mdash;they&rsquo;re proactive.                                                           Data-Driven Progression Decisions                                                  Advancement is grounded in multiple data sources: performance assessments, observation feedback, candidate coursework, and candidate and faculty/staff reflections&mdash;not gut instinct or seat time.                                                           Willingness to Hold the Line                                                  Strong programs are willing to hold a candidate in a &lsquo;phase of support&rsquo; when readiness isn&rsquo;t yet demonstrated&mdash;
1838because advancing without proficiency serves no one. They pair high expectations with high support, ensuring every candidate has the opportunity to meet the bar before moving forward.                                                           Candidate Readiness as a Shared Responsibility                                                  Performance decisions aren&rsquo;t the job of one teacher educator. They require aligned systems, clear structures, and shared ownership across faculty, supervisors, and district partners. When the entire preparation ecosystem supports a common bar for readiness, gateways become reliable&mdash;not random.                                                                                                                        This work requires intention, structure, and investment. But the payoff&mdash;better-prepared candidates who are ready on day one&mdash;is worth it.                                                                  Why This Matters                                                                                                            When performance gateways are clearly defined and well-executed, everyone benefits:                                                                                                            For Candidates:                                               They receive timely, actionable feedback and know exactly what&rsquo;s expected at each stage. &lsquo;Readiness to Teach&rsquo; isn&rsquo;t a guessing game&mdash;it&rsquo;s something they can see and achieve.                                                                                                                        For Programs:                                               They gain confidence that their completers are truly ready&mdash;and have the data to prove it.. Gateways strengthen program credibility, build trust with P-12 partners, and elevate outcomes.                                                                                                                        For Districts:                                               They hire new teachers who are instructionally ready&mdash;not just licensed. These candidates have already demonstrated they can plan, teach, and adapt in real P-12 classrooms.                                                                                                                        For P&ndash;12 Students:                                               They&rsquo;re taught by educators who are truly prepared to lead learning from day one. And as research shows,                                              the quality of the teacher makes all the difference.                                                                                                            At EdPrep Partners, performance gateways are a core lever of our EdPrep Performance Framework. We support educator preparation programs to:                                                                                                  Design developmental trajectories                                                   that build toward clear, proficiency-based benchmarks                                                                        Establish structured performance gateways                                                   across coursework and clinical experiences                                                                        Develop and calibrate observation frameworks, criteria, and look-fors                                                   aligned to core instructional practices                                                                        Implement targeted support plans                                                   for candidates who need additional time or coaching to meet expectations                                                                        Make progression decisions                                                   that are consistent, equitable, and grounded in multiple sources of evidence                                                                                                                                     We help programs shift from informal checkpoints to intentional, performance-based systems of candidate development&mdash;ensuring every candidate advances based on one overarching thing: demonstrated readiness to teach.                                                                                                            Let&rsquo;s Stop Guessing at Readiness                                                      Teacher preparation isn&rsquo;
1838t about getting candidates through the program. It&rsquo;s about getting them ready&mdash;deliberately, thoroughly, and with high expectations&mdash;for the P-12 classrooms they will lead.                                                      It means candidates demonstrating skills.                        It means meeting a clear, shared bar.                        It means performance&mdash;and readiness.                                                      Let&rsquo;s stop implying readiness.                        Let&rsquo;s measure it.                                                                                                            Let&rsquo;s make teacher preparation better&mdash;together.</div> 
1839</div> 
1840 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/gatekeepers-of-readiness-reclaiming-quality-in-teacher-preparation"></a> 
1841</div> 
1842</div> 
1843</div> 
1844</div> 
1845 <div style="-ms-grid-column:3; -ms-grid-row:6" class="postArticle lastArticle" data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 3600.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/refocusing-on-what-works" data-blog-post-alias="refocusing-on-what-works" aria-label="Refocusing on What Works"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/8-a52854a7-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/8-a52854a7-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
1846</a> 
1847 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/refocusing-on-what-works" data-blog-post-alias="refocusing-on-what-works">Refocusing on What Works</a> 
1848</h3> 
1849</div> 
1850 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
1851 <span>&bull;</span> 
1852 <span>July 10, 2025</span> 
1853</div> 
1854 <div class="postDescription" data-auto="blog-post-description">Refocusing on What Works                                                      A Call for a Systems Response to the Learning Crisis, Teacher Readiness, Instructional Quality, and What We Collectively Need to Do Next                                                                                                            A National Challenge That Demands Local Action                                                                                                            Every Child Deserves an Excellent Educator. Let&rsquo;s Give Them One.                                                                                                                         In a recent                                              New York Times                                               article,                                              &ldquo;Has America Given Up on Children&rsquo;s Learning?&rdquo;                                               journalist Dana Goldstein describes a stark picture: academic learning has drifted from the center of our national education agenda. While political debates over curriculum, culture, and governance continue, instructional quality and student learning outcomes&mdash;once considered the foundation of our education system&mdash;are no longer prioritized. Is this true? That depends on the lens you're using, the data you're referencing, and the people you're asking.                                                                                                                        This is clear though: Far too many students&mdash;and the teachers who serve them&mdash;remain underprepared. Across the country, teacher candidates are entering classrooms without the depth of preparation required to help students thrive (or reach proficiency). In many states,                                                                                first-year novice teachers now make up more than 10% of the total P-12 teaching workforce                                                                                             &mdash;a figure that continues to grow. We&rsquo;ve long known that novice teachers&mdash;those just entering the profession&mdash;are the least likely to accelerate student learning, often struggling to navigate the steep learning curve of effective instruction. That&rsquo;s why preparation matters. That&rsquo;s why preparation matters. As the share of inexperienced educators continues to rise, the consequences of weak preparation grow more urgent&mdash;not just for P&ndash;12 students, but for families, communities, and the nation. The stakes are not abstract: student achievement, instructional qual
1854ity, and teacher retention are all directly tied to how well teachers are prepared before stepping into their own classrooms.                                                                                                                         At EdPrep Partners, we do not view this moment with despair&mdash;but with clarity and urgency. This is not a call to return to antiquated systems, models, or slogans. It&rsquo;s a call to                                              refocus on what we know works                                  : high-quality teaching at every level&mdash;including the instruction provided by teacher educators at educator preparation programs&mdash;grounded in evidence-based preparation, driven by meaningful practice, and centered on candidate development and P-12 student learning.                                                                                                                         For us and many of my colleagues across the nation,                                              this is about dramatically improving the quality of teacher preparation                                               . Dramatic doesn&rsquo;t always mean changing                                              everything                                               . Sometimes it&rsquo;s small, intentional shifts&mdash;if and how faculty label &amp; model instructional practices, if and how feedback is delivered, if and how coursework aligns with clinical experiences&mdash;that create lasting impact. Sometimes it&rsquo;s major shifts. We use the word                                              dramatically                                               deliberately: because we know the stakes, and because we&rsquo;ve seen what&rsquo;s possible. Across the country, some educator preparation programs are already pushing toward these shifts&mdash;what&rsquo;s needed now is the support to help them go further, faster, and sustain what works.                                                                                                                        When the profession of teaching is separated from the science of how people learn, and change, we all lose. It&rsquo;s time to move beyond rhetoric and toward action that strengthens the systems that produce excellent educators&mdash;because nothing matters more for P-12 students than the teacher in the classroom.                                                                                                            What We&rsquo;re Doing Differently                                                      We agree: the national conversation has drifted away from what matters most&mdash;the quality of preparation and its impact on student learning.                                                                   Even within teacher preparation, the focus too often centers on staffing models, licensure flexibilities and/or needs, and placement practices. But these conversations frequently skip the most urgent question:                                              Are teacher candidates prepared to lead learning with P&ndash;12 students?                                                                                                                         At EdPrep Partners, we believe the answer must be yes&mdash;and we exist to help make that true everywhere. We know that                                              access                                               and                                              scale                                               do not have to come at the expense of readiness (no matter the pathway). We work alongside educator preparation programs, districts, and state agencies to ensure their efforts are anchored in what research shows works: structured, practice-based preparation led by skilled teacher educators and grounded in the instructional needs of P&ndash;12 students.                                                                  We don&rsquo;t debate whether preparation matters. We build the systems that ensure it does                                  &mdash;through research-backed preparation models, practice-based development, and a relentless focus on candidate readiness and student outcomes.                                                                                                            Our Approach: Turning Barriers Into Breakthroughs                                                                   Across the field, the challenges facing educator preparation are well known&mdash;and increasingly urgent. But they are not insurmountable. The issues highlighted in the                                              New York Times                                               article cited above&mdash;
1854drifting national priorities, inconsistent instructional quality, and underdeveloped preparation systems&mdash;mirror what we see daily on the ground.                                                                                                                        With the right structures and support, programs can overcome these barriers and build the conditions that lead to stronger preparation and better outcomes for teacher candidates and P&ndash;12 students. We must not respond with surface-level fixes, general advocacy, or staffing re-structuring alone, but with systems and educator preparation program-level solutions designed to ensure every teacher candidate enters the classroom ready to lead learning on day one.                                                                                                            Our work is grounded in three foundational components:                                                                                                  EdPrep Performance Framework                                                   &ndash; Defines the essential structures, practices, and indicators of quality across four performance areas:                                                  Program Leadership &amp; Continuous Improvement, Candidate Preparation &amp; Development, Teacher Educator Practices, and District &amp; Program Partnerships.                                                           14 Levers of Quality Teacher Preparation                                                   &ndash; Clear, actionable strategies that programs implement to strengthen coursework, clinical experiences, feedback systems, and data practices.                                                                        Embedded Technical Assistance                                                   &ndash; On-the-ground, sustained support that moves programs from planning to implementation&mdash;focused on what&rsquo;s within their control.                                                                                                                                     Some of the most salient challenges in educator preparation are our collective responsibility:</div> 
1855</div> 
1856 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/refocusing-on-what-works"></a> 
1857</div> 
1858</div> 
1859</div> 
1860</div> 
1861</div> 
1862 <a dont-color-link="true" class="more-posts-text-container dmWidget"> <span class="morePosts text">More Posts</span> 
1863</a> 
1864</div> 
1865</div> 
1866</div> 
1867</div> 
1868 <div class="u_1306608780 dmRespRow hide-for-small hide-for-medium" id="1306608780"> <div class="dmRespColsWrapper" id="1324661878"> <div class="dmRespCol large-12 medium-12 small-12 u_1027403962" id="1027403962"> <div class="u_1213107879 default mainBlog layout4" id="1213107879" dmle_extension="internal_blog_list" data-element-type="internal_blog_list" show-images="true" initialized="undefined" wr="true" trim-title="false" show-blog-title="false" posts-animation="undefined" data-paginate-listable-widget="false" show-action-text="true" text-align="left" icon="true" surround="true" adwords="" list-layout="layout4" visible-items="50" visible-post-lines="3" search-tags="Insights" search-term="" more-posts-text="More Posts" header-type="H2" posts-padding="10" posts-per-row="3" show-author="true" text-box-padding="false" action-text="Read more →" skip-post-index="-1" blog-posts-feature-flag="true" data-image-hover-effect="zoomout" show-more-posts-text="true" data-paginate-total-elements="13"> <div class="inner "> <div style="-ms-grid-column:1; -ms-grid-row:1" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 200.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/making-candidate-readiness-visible" data-blog-post-alias="making-candidate-readiness-visible" aria-label="Making Candidate Readiness Visible"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/EdPrep-DTCC-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/EdPrep-DTCC-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
1869</a> 
1870 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/making-candidate-readiness-visible" data-blog-post-alias="making-candidate-readiness-visible">Making Candidate Readiness Visible</a> 
1871</h3> 
1872</div> 
1873 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
1874 <span>&bull;</span> 
1875 <span>July 14, 2026</span> 
1876</div> 
1877 <div class="postDescription" data-auto="blog-post-description">Making Candidate Readiness Visible                                                      How Delaware Tech is building a shared path from instructional expectations to candidate readiness                                                                                                            Day One Readiness Should Not Be a Mystery                                                      Day one readiness should not be discovered, or even fully measured, at the end of preparation.                                                                                                            If teacher candidates are expected to enter classrooms ready to support student learning, educator preparation programs need more than a final assessment. They need a clear picture of what readiness requires, where candidates will develop those practices, how teacher educators will support their growth, and what evidence will show candidates are moving toward proficient practice over time.                                                                                                            A final measure can tell a program something about candidate readiness. It cannot, by itself, create the conditions that help candidates become ready.                                                                                                            As states and programs strengthen pedagogical performance measures, this creates an important design challenge. Performance measures can determine whether candidates are able to apply pedagogical skills, support student learning, and demonstrate the practices expected of beginning teachers. But they are strongest when they are connected to the full preparation experience: coursew
1877ork, clinical practice, coaching, feedback, progress monitoring, candidate support, and teacher educator development.                                                                                                            A strong performance measure is not separate from preparation. It should reflect how the program develops candidates.                                                                                                            That is the work Delaware Technical Community College has been advancing through its Candidate Readiness Framework and aligned Pedagogical Performance Measure system. Across recent work with EdPrep Partners, Delaware Tech faculty, clinical supervisors, and leaders have focused on a candidate-centered design question:                                                      What should candidates be ready to attempt, practice, and demonstrate, and by when?                                                                                                            That question shifts the work from final measurement to preparation design. It asks programs to define readiness clearly, build a developmental path toward it, and use candidate evidence to support growth before candidates enter classrooms as teachers of record.                                                                                                            Delaware&rsquo;s Statewide Focus on Candidate Readiness                                                      In Delaware, this work sits within a broader statewide effort to strengthen how educator preparation programs assess and support candidate pedagogical readiness.                                                                                                            House Bill 207 charged the Delaware Department of Education with engaging stakeholders to make recommendations on how educator preparation programs should assess the pedagogical skills of teacher candidates. That work led to a statewide Community of Practice and a shared set of Pedagogical Performance Measure (PPM) criteria focused on observable teaching behaviors, student learning, variation in candidate performance, alignment to the Delaware Teacher Growth and Support System, reliability, and connection to P-12 student outcomes.                                                                                                            In 2025&ndash;26, the Delaware Department of Education, in partnership with EdPrep Partners, reintroduced and expanded those criteria to provide clearer expectations for implementation. The initiative included program self-assessments, Learning Walks, technical assistance, and implementation planning designed to help each educator preparation program strengthen its PPM system in ways that reflect both state expectations and each program&rsquo;s context.                                                                                                            The purpose is not simply to add another requirement. It is to support programs in building performance measures that are rigorous, reliable, connected to Delaware&rsquo;s instructional expectations, and useful for strengthening candidate development for P-12 instruction.                                                                                                            &ldquo;Delaware's decision to allow educator preparation programs to develop their own Pedagogical Performance Measures recognizes that authentic assessment systems should reflect each of our EPPs unique curricula, culture, and instructional priorities. The result of these efforts will be beneficial to emerging educators and EPPs  &mdash; performance evidence that is more meaningful and holistic for candidates, more useful for programs, and more closely connected to the realities of Delaware classrooms, all while meeting shared state expectations.&rdquo;                                                                                                            &ndash; Claire O&rsquo;Neal, Education Associate, Delaware Department of Education                                                                                                            That statewide focus creates an important opportunity for programs: to make readiness visible before candidates become teachers of record, not only through final measures, but through the coursework, clinical experiences, feedback, support(s), and evidence systems that help candidates become ready.                                                                                                            Delaware Tech&rsquo;s work offers one example of how a program has taken up that opportunity.                                                                                                            Start With the Candidate, Not the Measure                                                      Pedagogical performance measure work can quickly become technical. Programs must make decisions about rubrics, scoring, observation cycles, assignments, data systems, reporting, and implementation timelines. Those decisions are necessary. But when the work begins only with the measure, the candidate can become secondary to the tool.                                                      Delaware Tech&rsquo;s work begins with candidate development.                                                                                                                         The Delaware Tech Candidate Readiness Framework defines the instructional practices teacher candidates are expected to develop and demonstrate across the Associate of Arts in Teaching (Elementary Education) and Bachelor of Science in Elementary Education programs. It is grounded in Delaware&rsquo;s                                              Teacher Growth and Support System                                               (DTGSS), the state&rsquo;s system for supporting teacher growth and classroom instruction.                                                                                                                                     A central part of DTGSS is the                                              Delaware Teacher Classroom Observation Framework                                  , which helps educators align on what high-quality teaching and learning looks like, collect evidence from classroom observations, and identify strengths and areas for growth. Delaware Tech&rsquo;s Candidate Readiness Framework applies those expectations to teacher preparation by translating them into pre-service candidate performance based &ldquo;look fors&rdquo; that can be taught, practiced, observed, coached, and assessed throughout preparation.                                                                                                            Practicing teachers and teacher candidates do not have the same developmental needs. Candidates need expectations that are rigorous and aligned to the profession, while still being appropriate for where they are in preparation. They need to know what strong instruction looks like, what to practice with support, and what evidence will show they are moving toward readiness.                                                                                                            The Candidate Readiness Framework gives Delaware Tech a shared language for that work. Faculty, clinical supervisors, and cooperating teachers can use it to align coursew
1877ork, modeling, rehearsal, clinical support, observation, feedback, and assessment. Candidates can use it to understand expected instructional practices, reflect on feedback, and track their growth. District and school-based partners can use it to align mentoring and feedback with the instructional expectations candidates will encounter in Delaware classrooms.                                                                                                            &ldquo;This work helped us realize a vision we have held for some time: a unified framework that brings together our expectations for candidates across coursework, residency, feedback, and assessment. It gives faculty, clinical supervisors, cooperating teachers, and candidates a shared language for what readiness looks like and how candidates build toward it over time.&rdquo;                                                                                                            &ndash; Holly Hermstedt, Collegewide Director,Bachelor of Science in Education Program, Delaware Technical Community College                                                                                                            The value of the framework is not that it creates another document. Its value is that it gives the program one shared approach to candidate development. Candidates encounter clear instructional expectations, practice those expectations with support, enact them in classrooms, receive aligned feedback, and demonstrate readiness through measures connected to the path they have traveled.                                                                                                            Readiness becomes more than an end point. It becomes something candidates build toward throughout preparation.                                                                                                            Translate In-Service Expectations Into Pre-Service Look Fors                                                      One of Delaware Tech&rsquo;s most important moves was not simply choosing what to include in the Candidate Readiness Framework. It was building a shared understanding of how to translate Delaware&rsquo;s instructional expectations into language that could support teacher candidates.                                                                                                            DTGSS was developed for classroom instruction and educator growth. Its language describes the kinds of teaching and student learning Delaware wants to see in P-12 classrooms. That makes it a strong foundation for preparation, but Delaware Tech could not simply place DTGSS in front of candidates and expect it to function as a preparation tool. The team needed to ask what the framework means for a candidate who is still learning to teach.                                                      Delaware Tech faculty, clinical supervisors, and leaders approached that shift through three core questions:                                                                   What is being measured?                                                           What actions would we need to see from the candidate and students?                                                           How should those actions be stated as observable &ldquo;look fors&rdquo;?                                                                                                                        Those questions helped move the conversation from broad instructional descriptors to the actual teaching moves candidates need to learn, practice, and demonstrate.                                                                                                            &ldquo;The three questions gave the team a way to move from framework language to candidate practice. We were asking: What is the expectation really measuring? What would we need to see from the candidate and students? And how do we state that clearly enough that faculty, supervisors, and candidates can use it?&rdquo;                                                                                                            &ndash; Andrew McDermott, Technical Assistance Partner, EdPrep Partners                                                                                                            For example, when a framework says students should understand what they are learning, participate in a productive learning environment, respond with evidence, or use academic language, the preparation task is to name the candidate moves that make those outcomes possible: communicating an aligned objective in student-friendly language, connecting tasks to the purpose of the lesson, establishing and reinforcing routines, redirecting off-task behavior in ways that preserve learning time, preparing questions aligned to the lesson objective, providing wait time and scaffolds, modeling academic language, and giving students opportunities to explain, elaborate, and build on one another&rsquo;s thinking.                                                                                                            This is the shift from describing effective instruction to preparing candidates to enact it.                                                      The &ldquo;look fors&rdquo; were not intended to turn teaching into a checklist. They were a translation tool. They helped Delaware Tech faculty, clinical supervisors, and leaders make the practices within DTGSS visible enough to teach, model, rehearse, observe, coach, and assess.                                                                                                            The collaborative process was essential. Faculty considered where candidates would first encounter and practice these expectations in coursew
1877ork. Clinical supervisors considered what evidence they would need to see during observation and feedback. Program leaders considered how the same language could connect assignments, residency experiences, performance measures, and candidate supports.                                                                                                            By working through the three questions together, Delaware Tech began turning DTGSS from an in-service instructional framework into a pre-service candidate development tool. Candidates need more than a description of strong teaching. They need to understand the actions that make strong teaching possible and the evidence that shows their practice is growing.                                                                                                            Observable practice is the bridge between instructional expectations and candidate development.                                                                                                            Sequence What Candidates Attempt, Practice, and Demonstrate                                                      Defining candidate expectations is necessary. It is not sufficient.                                                      Candidates also need a developmental path.                                                                                                            Delaware Tech&rsquo;s work moved from naming core teaching practices to considering how those practices build over time. Faculty and staff identified how Candidate Readiness Framework criteria may develop from practices that establish the essential conditions for learning to practices that require candidates to integrate multiple instructional skills.                                                                                                            The point was not to decide that some practices matter and others do not. All criteria remain part of candidate readiness. The purpose was to determine what candidates should be expected to attempt, practice, and demonstrate at different points in preparation.                                                                                                            Delaware Tech organized this work through four developmental categories:                                                                   Most Foundational:                                                   practices that create the essential conditions for teaching and learning.                                                                        Foundational:                                                   practices that build from those conditions and establish core instructional structures.                                                                        Developing Complexity:                                                   practices that require candidates to monitor, respond to, and support student learning with increasing independence.                                                                        Integrated Practice:                                                   practices that require candidates to draw on multiple earlier skills at once.                                                                                                                                     This developmental lens changes how programs think about readiness. A candidate learning to facilitate evidence-based student discussion also needs to establish participation structures, pose aligned and scaffolded questions, support academic language, respond to student thinking, and create conditions for students to engage with one another. A candidate learning to differentiate and support rigorous application also needs to understand the learning objective, criteria for success, student needs, and evidence of student progress.                                                                                                            More complex teaching depends on earlier practices.                                                                                                            A candidate developmental trajectory helps programs decide what candidates should develop first, what those practices enable next, and where candidates should have opportunities to learn, practice, receive feedback, and demonstrate increasing proficiency.                                                      Delaware Tech participants named this need directly in feedback after the May session. They identified opportunities to embed prioritized 
1877indicators into coursework, assignment directions, scoring rubrics, feedback comments, deliberate practice activities, observation assignments, residency supports, and clinical feedback. They also noted the need to avoid overwhelming candidates by introducing the framework in &ldquo;bite-sized pieces&rdquo; and building candidates&rsquo; understanding over time.                                                                                                            Programs cannot simply tell candidates what readiness looks like at the end. They have to build the experiences that help candidates get there.                                                                                                            For Delaware Tech, the Candidate Readiness Framework provides a way to organize those decisions. It names the practices candidates are expected to develop, begins to identify which practices are most foundational and which require greater integration, and creates a basis for aligning coursework, clinical experiences, observation, feedback, and performance measures to a clearer developmental path.                                                                                                            Align Measures to the Path Candidates Travel                                                      Once candidate expectations are visible and developmentally sequenced, the next question is whether the program&rsquo;s measures reflect the path candidates travel.                                                                                                            Delaware Tech has moved from framework development into implementation planning.                                                      During its June technical assistance session, Delaware Tech worked to integrate the newly adopted instructional framework into its PPM design priorities and key elements. The team refined decisions related to candidate assessment, observation structures, performance tasks, training, progress monitoring, and data collection. They also mapped the candidate experience, clarified pilot implementation structures for 2026&ndash;27, and prepared the Delaware Department of Education implementation memo.                                                                                                            One question guided the work:                                                      Does our PPM measure what matters?                                                                                                            That question pushed the team beyond scoring and submission requirements. It required Delaware Tech to examine where each framework competency is introduced and practiced, when and how it is assessed, what evidence is collected, who evaluates candidate performance, and where gaps or action items remain.                                                                                                            &quot;Our focus on candidate development  truly advances equity by providing all candidates with opportunities to build and demonstrate effective teaching practices.&quot;                                                      &ndash; Samantha Lopez, Education Department Chair, Delaware Technical Community College, Orlando J. George, Jr. Campus, Wilmington                                                                                                            The emerging Delaware Tech PPM system is designed to assess candidate readiness across the yearlong residency. It includes four formal observation cycles, written lesson plans, lesson implementation, pre- and post-conferences, Student Achievement Charts, professional practice ratings, documentation in Brightspace, scoring structures, calibration, and data collection. Each performance task is intended to provide evidence of candidate growth and support ongoing coaching, goal setting, and additional support(s) where needed.                                                      The measure is not detached from candidate development. It is connected to the practices candidates are expected to build, the experiences through which they practice those skills, the feedback they receive, and the evidence the program can use to supp
1877ort candidates and improve preparation.                                                                                                            The PPM system also creates opportunities for progress monitoring. Delaware Tech&rsquo;s planning materials identify intentional checkpoints, growth goals, progress plans, additional observations with targeted feedback, additional training for cooperating teachers, and formal improvement plans with actionable items and measurable outcomes. These structures allow the program to identify candidate needs while there is still time to respond.                                                      This work also gives Delaware Tech a structure for content-specific preparation, including Delaware&rsquo;s Science of Reading priorities. Content-specific expectations can be embedded into coursework, clinical feedback, observation evidence, and candidate performance data through the same developmental system.                                                                                                            The larger lesson is clear: a performance measure is only as strong as the preparation path behind it.                                                                                                            When measures are connected to clear candidate expectations, sequenced practice, feedback cycles, progress monitoring, and teacher educator support, they do more than document readiness. They help programs see and support candidate growth while it is still developing.                                                                                                            Equip the People Who Make Readiness Visible                                                      Candidate readiness becomes visible through the people that prepare candidates.                                                      Frameworks, rubrics, and performance measures can clarify expectations. Faculty, clinical supervisors, cooperating teachers, and program leaders help candidates understand those expectations, practice them, receive feedback, and use evidence to improve.                                                                                                            Implementation cannot stop with a completed framework or an approved memo.                                                                   Delaware Tech&rsquo;s developing PPM system identifies distinct roles for teacher candidates, clinical supervisors, cooperating teachers, and Delaware Tech&rsquo;s Education Department leadership. Candidates complete performance tasks across the yearlong residency. Clinical supervisors evaluate candidate performance across instructional performance areas and provide support when candidates are not meeting benchmarks. Cooperating teachers contribute to evaluation of professional responsibilities and provide additional support.                                                                                                                        Program leadership provides training and calibration, supports validity and reliability of scoring, analyzes and shares PPM data, and initiates intervention strategies when needed.                                                                                                            &ldquo;The Candidate Readiness Framework and PPM system give us a clearer way to see how candidates are developing, where they need support, and how we can respond before they become teachers of record. This helps us leverage evidence more effectively to better prepare and support our candidates.&rdquo;                                                                                                            &ndash; Beth Altemus, Education Department Chair, Delaware Technical Community College, Charles L. Terry, Jr. Campus, Dover                                                                                                            Those roles shape the candidate experience. A candidate may first encounter an instructional practice in coursework. They may analyze examples, rehearse with peers, apply the practice during residency, receive feedback from a clinical supervisor, reflect with a cooperating teacher, and then demonstrate growth through a performance task. If each person in that process uses different language or applies different expectations, the candidate&rsquo;s path becomes harder to navigate. If each person works from the Candidate Readiness Framework and understands how the practice develops over time, the candidate receives clearer support.                                                                                                            That requires training, tools, and calibration.                                                                                                            Delaware Tech&rsquo;s materials name these needs directly: training for clinical supervisors and cooperating teachers, scoring guides, reliability activities, shared language, learning management system documentation, data review routines, and communication with stakeholders. These are not finishing touches. They are part of the design.                                                                                                            &ldquo;Having a shared framework helps us better track and support candidates. It gives clinical supervisors and cooperating teachers clearer evidence to look for, stronger language for feedback, and a more consistent way to help candidates understand where they are growing and what they need to work on next.&rdquo;                                                                                                            &ndash; Jennifer Leach, Instructional Coordinator and Clinical Supervisor, Delaware Technical Community College, Jack F. Owens Campus, Georgetown                                                                                                            This work aligns closely with the EdPrep Performance Framework and the 14 Levers for Quality Teacher Preparation. It reflects common frameworks for teacher educators and candidates, an explicit candidate developmental trajectory, intentional performance gateways, practice-based developmental experiences, formalized coaching and feedback structures, faculty and clinical supervisor development and calibration, and data-driven decision-making.                                                                                                            For Delaware Tech, the next stage of work is not only piloting a measure. It is supporting the people who will make the measure useful for candidates.                                                                                                            That is 
1877where preparation quality lives: in the design of the program, the clarity of expectations, the quality of feedback, and the shared work of the people helping candidates become ready.                                                                                                            A Roadmap for Making Readiness Visible                                                      Delaware Tech&rsquo;s work offers a practical roadmap for educator preparation programs working to strengthen candidate readiness and performance measurement.                                                                                                                         First,                                              define what candidates should be ready to do                                  . Programs need shared instructional expectations that are aligned to the realities candidates will encounter in classrooms and appropriate for candidates who are still developing.                                                                                                                         Second,                                              translate expectations into observable practice                                  . Broad instructional descriptors become useful for preparation when programs name the candidate and student actions teacher educators can teach, model, rehearse, observe, coach, and assess.                                                                                                                         Third,                                              sequence candidate development                                  . Programs need to determine what candidates should attempt, practice, and demonstrate over time, including which practices are foundational and which require candidates to integrate multiple skills.                                                                                                                         Fourth,                                              align measures to the developmental path                                  . Performance measures should not be the first place candidates encounter the practices they are expected to demonstrate. They should be part of a connected path in which candidates have opportunities to learn, analyze, rehearse, enact, receive feedback, and improve.                                                                                                                         Fifth,                                              equip the people who make readiness visible                                  . Faculty, clinical supervisors, cooperating teachers, and program leaders need shared language, clear tools, training, calibration, feedback routines, and data systems that help them support candidate growth.                                                      That is the work EdPrep Partners supports alongside educator preparation programs and state partners. Grounded in the EdPrep Performance Framework and the 14 Levers for Quality Teacher Preparation, EdPrep Partners helps programs move from shared priorities into implementation by strengthening instructional expectations, candidate developmental trajectories, coursework and clinical connections, teacher educator practices, coaching and feedback structures, performance measures, and improvement routines.                                                                                                            Our work with Delaware Tech reflects this approach. EdPrep Partners supported Delaware Tech faculty, clinical supervisors, and leaders as they translated a state-aligned instructional framework into pre-service candidate expectations, organized those expectations developmentally, and began aligning the Candidate Readiness Framework to a PPM system that can support candidate growth, evidence collection, feedback, and program improvement.                                                                                                            Delaware Tech&rsquo;s continued work will determine how these expectations are refined, piloted, and embedded across the program. The direction is clear: readiness should be visible before day one.                                                                                                            Not as a single score.                        Not as a final task.                                                                                                            But as a developmental path that candidates, teacher educators, supervisors, cooperating teachers, and program leaders can understand, support, and strengthen together.                                                      Candidate readiness should not be a mystery at the end of preparation. It should be built, supported, observed, and strengthened throughout the candidate experience.                                                                                                            Every child deserves an excellent educator. Every teacher candidate deserves preparation that equips them to become one.                                                                                                            Let&rsquo;s make teacher preparation better together.</div> 
1878</div> 
1879 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/making-candidate-readiness-visible"></a> 
1880</div> 
1881</div> 
1882</div> 
1883</div> 
1884 <div style="-ms-grid-column:2; -ms-grid-row:1" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 400.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/beyond-the-review-where-reports-end-and-results-begin" data-blog-post-alias="beyond-the-review-where-reports-end-and-results-begin" aria-label="Beyond the Review: Where Reports End and Results Begin"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/EdPrep+Insights+-+012026+Square-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/EdPrep+Insights+-+012026+Square-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
1885</a> 
1886 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/beyond-the-review-where-reports-end-and-results-begin" data-blog-post-alias="beyond-the-review-where-reports-end-and-results-begin">Beyond the Review: Where Reports End and Results Begin</a> 
1887</h3> 
1888</div> 
1889 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
1890 <span>&bull;</span> 
1891 <span>January 20, 2026</span> 
1892</div> 
1893 <div class="postDescription" data-auto="blog-post-description">Beyond the Review: Where Reports End and Results Begin                                                                                        How clear findings and priorities drive lasting improvement in educator preparation                                                                  The missing link between reviews and results                                                                   If you lead an educator preparation program or oversee the reviews of programs, you know 
1893what it means to be surrounded by data - and how difficult it can be to turn that data into real improvement. Enrollment dashboards, observation results, surveys, candidate coursework, and assessments fill your folders and, hopefully, inform your conversations with stakeholders.                                              But how much of that information truly reveals what matters most?                                                                                                            The challenge is rarely a lack of data. It is that much of what is collected does not illuminate the performance of candidates or the systems and people responsible for developing their instructional practice. And even when it does, the next steps often remain unclear.                                                      Too many continuous improvement efforts end with long inventories and detailed reports but little tangible direction about what to do next. The difference between activity and improvement is not more evidence. It is the discipline to translate evidence into findings and findings into prioritized action. Doing that well takes more than good intentions. It requires expert review teams trained in a shared and rigorous methodology - people who know educator preparation from the inside, across all parts of programming, and can distinguish isolated examples from true patterns of practice at both the systems and teacher educator levels.                                                                                                            Evidence is the starting point, not the destination                                                      Evidence should capture how preparation actually operates for candidates and teacher educators, not only what is planned or intended. The goal is not to collect more data but to collect the right evidence that highlights how programs, teacher educators, and candidates typically perform.                                                                                                            Doing this well requires both discipline and expertise. Strong reviews depend on teams that apply consistent, evidence-based methods to analyze performance, verify patterns, and separate signal from noise. Without that structure and skill, data collection becomes a compliance exercise, or worse a skewed reflection of program quality, rather than a driver of improvement.                                                                                                                         In an                                              EdPrep Partners Program Performance Review                                               there are three major types of evidence examined:                                                                               Artifacts.                                                   These include syllabi, course materials &amp; assignments, handbooks, observation tools, mentor and teacher educator training, data sets, candidate assignment samples, among many others. Within artifacts there are both inputs such as what programs design or expect, and outputs such as what candidates or teacher educators actually produce. Artifacts reveal how preparation is structured on paper and how that design translates into candidate or faculty performance.                                                                        Observations.                                                   These capture how stakeholders enact the preparation. This includes live instruction of both candidates and faculty members, observation and feedback cycles with clinical supervisors, etc. Within observations there are inputs such as the systems and routines that make these experiences possible, and outputs such as the observed actions, language, and feedback that both demonstrate and shift practices.                                                                        Interviews.                                                   These surface what people understand about roles, systems, and the impact of actions, and how they describe their own practices and contributions. Faculty, clinical supervisors, candidates, mentors, and partners alike provide context that connects what is designed to what is enacted. Interviews include inputs such as intentions, structures, and beliefs and outputs such as reflections on outcomes and evidence of follow through or perceived needs to improve the system.                                                                                                                                                  Collecting these three types of evidence is only the first step. High-quality Program                                                                  Performance Reviews evaluate each source through two essential lenses.                                                                                 Evidence should be                                                  representative                                                   of what typically happens for most candidates and teacher educators rather than an isolated example.                                                                                      Evidence should be                                                  reinfor
1893ced                                                   by multiple sources rather than driven by a single piece that tells a different story.                                                                                                                                     Together, these perspectives separate isolated examples from reliable patterns. They help reviewers determine whether the evidence reflects a single strong case or a consistent way of working across the program. When convergence confirms a pattern, that evidence becomes the foundation for a credible finding. When evidence conflicts, the gaps between sources often reveal where systems are misaligned or breaking down.                                                      Evidence observed through these two lenses paints a clear picture of how preparation functions in practice. It shows not only what exists but how consistently and effectively it operates for the people most central to preparation - teacher educators and candidates.                                                                                                            Findings make meaning leaders can use                                                      A finding is not a restatement of evidence. It is a clear explanation of a system pattern grounded in multiple sources. Interpretation is a professional discipline in educator preparation. It is the work of translating evidence into meaning that leaders, faculty, and partners can use to make decisions and take action.                                                      Strong findings do four things:                                                                   Identify the pattern                                                   that holds true across multiple sources                                                                        Locate the root cause                                                   within the system                                                                        Explain why it matters                                                   for candidate readiness and P 12 learning                                                                        Point to the leverage                                                   that would change it at scale                                                                                                                                     This is where many reviews fall short. They inventory, but do not interpret. They describe but do not prioritize. High-quality findings require expert teams with evaluative skill, and with deep content knowledge in teacher preparation, including people who have served and led in educator preparation and who can synthesize, not summarize, distinguishing isolated signals from recurring systematic patterns.                                                                                                            At EdPrep Partners, our approach to Program Performance Reviews centers on how structures operate in practice. We look at how faculty label and model methods, pedagogy, and content-pedagogy, how candidates rehearse and receive feedback, how faculty, clinical supervisors, and mentors alike coach to shared criteria, and how these actions connect back to what candidates learn in coursework and to what P-12 districts expect in classrooms.                                                      When these pieces align, candidates progress from analysis to rehearsal to enactment with increasing skill. When they do not, even the strongest intentions to develop candidates fail to take hold.                                                                                                                         Findings emerge only when the weight of evidence points in the same direction and any conflicting data have been resolved. Findings connect                                              structures to experience                                               and                                              experience to outcomes                                  . They give leaders a set of truths they can act on - clear, credible insights that anchor improvement in evidence and strengthen how programs develop their candidates.                                                                                                            Prioritized action is most likely to lead to action                                                      Not every finding carries the same weight, and trying to change everything that needs improvement within a program at once dilutes impact. Prioritization is not about doing less. It is about focusing energy and attention on the few actions that matter most, first.                                                      To determine what comes first, we use three guiding considerations:                                                                   Impact                                                   on candidate experience and performance                                                                        Feasibility                                                   given time, people, and resources                                                                        Dependencies                                                   that must be in place so early progress does not collapse                                                                                                                                                  The outcome is a concise set of recommendations                                              rooted in EdPrep Partners&rsquo; &lsquo;14 Levers for Quality Teacher Preparation&rsquo;                                  , with clear owners, milestones, and supports. A short-cycle plan builds early momentum, and a year one roadmap sequences the larger shifts that follow. At EdPrep Partners we &ldquo;roll up our sleeves&rdquo; and model and complete these actions alongside programs, and regular progress checks confirm whether core actions are happening with quality and consistency. Quarterly reviews test whether those changes are reflected in candidate performance and partner outcomes.                                                                                                            How lasting improvement takes hold                                                      The strength of any review is measured not only by the quality of its findings but by what happens next. Many reviews stop at recommendations, leaving programs without the clarity, systems, or support to act. At EdPrep Partners, our approach is different. We connect evidence, findings, and action through four complementary approaches that we take alongside programs to 
1893sustain improvement over time.                                                                                                            Focus on locus of control.                                               Reviews center on decisions that leaders, faculty, clinical supervisors, and partners can make &mdash; and on the stakeholders they can most directly influence and impact now. This keeps the work grounded, practical, and moving forward.                                                                                                                        Begin by investing in teacher educator practice.                                               Quality lives in the people who label, model, develop, coach, and give feedback. When faculty and clinical supervisors use shared definitions, clear look-fors aligned to a candidate&rsquo;s developmental trajectory, and consistent teacher educator practices for how they will develop candidates, candidates improve faster and quality strengthens across the program.                                                                                                                        Keep score with simple routines.                                               Leaders do not need a new data warehouse or elaborate dashboards, though those can help. What matters most is a short set of leading indicators that confirm core practices are happening &mdash; and a few strong routines that create space to check in, validate impact on candidate development and partner outcomes, and plan whether to expand, adjust, or retire a practice.                                                                                                                        Provide hands-on technical assistance to design, implement, and sustain change.                                               Improvement is not sustained through reports or one-time recommendations; it requires partnership. Our technical assistance model pairs expert guidance with on-the-ground support &mdash; modeling teacher educator practices, facilitating capacity-building, and embedding the routines that ensure programs can sustain, scale, and continuously strengthen their systems. Through strategic planning, coaching, and progress monitoring, we help teams design, do, and sustain the work long after the review concludes.                                                                  Together, these approaches create system-level improvement. Coursework and clinical experiences align. Teacher educator practice strengthens. Partner expectations are met. Candidates enter classrooms ready to teach.                                                                                                            From findings to action                                                      EdPrep Partners&rsquo; Program Performance Reviews produce a focused set of findings that lead to a clear set of prioritized actions - the few changes that make the greatest difference. We then work alongside leaders, faculty, and clinical supervisors to implement those actions with precision and care, building the routines that sustain and scale quality teacher preparation. Because every child deserves an excellent educator, and every candidate deserves excellent preparation. Let&rsquo;s deliver both.                                                                                                            This approach is adaptable across pathways and designed to strengthen the systems programs already have while aligning to what partners need most.                                                                                                            The field does not need more reports. It needs Program Performance Reviews that lead to tangible improvements in what candidates experience and how teacher educators prepare them. When evidence becomes findings, and findings become focused action, improvement stops being a plan and becomes practice - the way preparation was always meant to operate: by teaching well.                                                                                                            Let&rsquo;s make teacher preparation better together.</div> 
1894</div> 
1895 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/beyond-the-review-where-reports-end-and-results-begin"></a> 
1896</div> 
1897</div> 
1898</div> 
1899</div> 
1900 <div style="-ms-grid-column:3; -ms-grid-row:1" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 600.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/the-prioritization-imperative-how-programs-make-change-stick" data-blog-post-alias="the-prioritization-imperative-how-programs-make-change-stick" aria-label="Title slide: "The Prioritization Imperative: How programs make change stick," focusing on candidate readiness."> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/1-08d7f553-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/1-08d7f553-1920w.png" alt="Title slide: "The Prioritization Imperative: How programs make change stick," focusing on candidate readiness." onerror="handleImageLoadError(this)"/></div> 
1901</a> 
1902 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/the-prioritization-imperative-how-programs-make-change-stick" data-blog-post-alias="the-prioritization-imperative-how-programs-make-change-stick">The Prioritization Imperative: How Programs Make Change Stick</a> 
1903</h3> 
1904</div> 
1905 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
1906 <span>&bull;</span> 
1907 <span>September 16, 2025</span> 
1908</div> 
1909 <div class="postDescription" data-auto="blog-post-description">The Prioritization Imperative: How                                                      Programs Make Change Stick                                                                                Focusing on What Matters Most for Candidate Readiness                                                                                                            The Power of Focus                                                                  Educator preparation programs often try to fix everything at once: new frameworks, new pathways, new partnerships, new requirements. The result is predictable: initiative overload, surface level change, and candidates who do not get the preparation they deserve.                                                                                                                         As the saying goes,                                              when everything is a priority, nothing is.                                                                                                                         This EdPrep Insight highlights how programs serious about dramatic improvement narrow their focus to a few high leverage shifts, sequence change through                                              Strategic Action Plans (SAPs)                                               and a                                              phased improvement                                               approach, and reinforce focus with                                              disciplined data routines                                               that bring teacher educators together around improvements in candidate preparation and experiences.                                                                                                                        Why Prioritization Matters: What&rsquo;s at Stake                                                      Research across fields is clear: spreading change too thin produces fatigue, weak implementation, and little impact. Lasting improvement comes from narrowing focus, sequencing efforts, and holding the line on what matters most.                                                                                                                         Every program leader has lived it: a new mandate from the state, a promising partnership opportunity, another framework to align to, and an urgent grant requirement - all arriving at once. The instinct is to take on everything. The outcome is predictable:                                              initiative overload                                  . Faculty and clinical supervisors inevitably feel scattered, action items pile up, and candidates&rsquo; preparation experiences begin to fragment.                                                                                                            Across disciplines, the evidence points to the same truth: lasting improvement does not come from doing more. It comes from doing a few things deeply, and well.                                                                                                            Improvement Science: Define the Problem, Test the Solution                                                      Anthony Bryk and colleagues remind us that progress begins with a sharply defined problem of practice. Too often, programs fall into &ldquo;solutionitis&rdquo; - adopting broad reforms without clarifying the real problem. Improvement science instead calls for narrowing the focus and running small, rapid tests of change before scaling. Each test yields evidence about what works, for whom, and under what conditions. Over time, this disciplined inquiry produces scalable, reliable improvement.                                                                                                            Implementation Research: Overload Creates Fatigue, Not Change                                                                   Dean Fixsen and the National Implementation Research Network (NIRN) have shown that implementation succeeds when it is staged and supported by aligned drivers: competency (training and coaching), organization (systems and infrastru
1909cture), and leadership. When programs try to implement everything at once, none of these drivers get adequate attention. The result is what Douglas Reeves calls the                                              law of initiative fatigue                                  : as initiatives multiply, the time, energy, and resources for each one dwindle, and impact collapses.                                                                                                            Lessons from System Change: Choosing the Right Drivers                                                                   Michael Fullan describes the trap of &ldquo;wrong drivers&rdquo;: piling on new mandates, compliance tasks, or fragmented programs that give the illusion of progress but fail to change practice. The alternative is what he calls                                              simplexity                                  : focusing on a small number of high-leverage drivers, pursuing them with depth, and aligning everything else behind them.                                                                                                            Proof This Works                                                      The logic of prioritization is not unique to education, and it&rsquo;s proven to work:                                                                                                                         Healthcare:                                                   The Institute for Healthcare Improvement&rsquo;s                                                  100,000 Lives Campaign                                                   didn&rsquo;t ask hospitals to improve everything. It focused on six specific interventions. The result: more than 122,000 lives saved in 18 months.                                                                        K&ndash;12 systems:                                                   The Peel District in Ontario reduced overload by pruning initiatives and focusing on four strategic goals. Teachers reported renewed clarity, and student outcomes improved.                                                                        Individual schools:                                                   In Garden Grove, California, leaders resisted scattershot reforms and instead rallied staff around a few shared goals, building coherence and producing sustained literacy gains.                                                                                                                                                  Whether in healthcare, K&ndash;12, or educator preparation, the evidence is clear:                                              focus is not a constraint. Focus is the condition for sustained improvement.                                               Programs that try to do everything at once rarely change much at all. Programs that choose a vital few priorities, sequence them, and hold attention are the ones that produce measurable shifts in practice and outcomes.                                                                                                                        System Design: How EdPrep Partners Approaches Change                                                      At EdPrep Partners, we see prioritization as system design. The EdPrep Performance Framework and the 14 Levers for Quality Teacher Preparation define what strong preparation looks like in action. But improvement does not come from pulling all 14 levers at once. It comes from selecting the right levers for the moment based on where a program currently is, sequencing those levers and corresponding actions across an intentional period of time, and building capacity and structures either within existing systems or from the ground-up. Most importantly, it means leveraging what already works and holding focus until the changes show up in teacher educator and candidate performance.                                                                                                            Choose a vital few, on purpose.                                                      The EdPrep Partners 14 Key Levers for Quality Teacher preparation are all essential for high quality preparation. But programs cannot pull them all with equal force at the same time. Improvement requires a methodical order, identifying which levers are of highe
1909st priority right now and which will drive the most significant improvement in candidates&rsquo; developmental experiences and readiness.                                                                                                            We help teams prioritize the Key Levers that will have the strongest line of sight to candidate readiness, which often begins with a program&rsquo;s vision for quality teaching &amp; learning, extends to teacher educator practices, and then considers how data can support alignment within, across and external to the program to better meet the workforce needs/priorities in the field. The outcome of this step is explicit: a short list of near term priorities, goals, actions, and metrics for progress monitoring change.                                                                                                            Sequence before you scale.                                                                   Depth requires pacing. We guide programs to stage both                                              what                                               changes and                                              how                                               changes are introduced over time, planning for what happens next week, in six weeks, over a semester, across a year, and through a three year trajectory. A clear roadmap gives program leadership, faculty, and clinical supervisors the confidence and processes they need to enact changes with fidelity and to reinforce new expectations as they take hold. Sequencing protects people from initiative overload and protects the work from shallow adoption.                                                                                                                        Build the conditions for focus.                                                                   Sustained focus is only possible when the right conditions are in place. At EdPrep Partners, we use the                                              Four C&rsquo;s                                  as the readiness screen for whether change will stick and scale:                                                                                           Commitment:                                                   Leaders demonstrate visible will, urgency, and sponsorship for improvement, backed by time, resources, and capacity.                                                                        Capacity:                                                   Faculty, clinical supervisors, and mentors have the people, time, and basic systems needed to enact new practices with quality.                                                                        Clarity:                                                   Goals, measures, and expectations are shared, simple, and aligned to what matters most for candidate readiness.                                                                        Collaboration:                                                   Candidates, teacher educators, P-12 districts, and community partners are all engaged in both the decision-making and the implementation.                                                                                                                                     We help state agencies, regional collaboratives, and teacher preparation programs assess, strengthen, and monitor these conditions so that chosen priorities can take root, spread, and endure through leadership, staffing, policy, or environmental changes.                                                                                                            Lead from your locus of control.                                                      Programs gain traction fastest when they begin where authority, influence, and ability to impact change are strongest. We guide teams to focus first on what they can control &mdash; program design, faculty expectations, clinical supervision protocols, tools, training and development, and candidate experiences. From there, we help them influence what they can &mdash; such as partnership agreements, calendars, and shared practices with districts. Finally, we prepare them to navigate what is beyond their control without letting it dictate the agenda or distract from the work. This discipline keeps energy aimed at changes that can be implemented with quality and sustained over time.                                                                                                            Design for practice.                                                      The real test of prioritization is whether teacher educators change how they prepare candidates through their practices, the environments they create, and the routines they model, and what they prepare candidates to do through the methods, instructional moves, and content pedagogies that matter most for readiness. Success is measured by whether candidates can demonstrate these practices against shared standards in both coursew
1909ork and clinical experiences.                                                                                                            Guardrails that protect focus.                                                      Every priority is anchored in a clear aim, a focused set of action steps, a near term win window, and defined owners. Just as important, every plan also identifies what will not be added during the term. These guardrails keep agendas, professional learning, and project management aligned to the same targets until evidence shows the work is landing. By naming both the work to pursue and the work to defer, programs protect faculty and clinical supervisors from overload and ensure that chosen priorities move from plan to practice.                                                                                                            Operationalizing Change: The Playbook                                                      Strong programs do not rely on willpower alone. They put structures in place that protect focus: Strategic Action Plans that anchor one or two priorities, phased models that define what happens now versus later, and data routines that keep attention on the chosen goals.                                                                                                            1. Strategic Action Plans (SAPs)                                                      A Strategic Action Plan is the anchor document that turns broad aspirations into focused, near term work. A well designed SAP answers five questions:                                                                                                                         Aim:                                                   What one or two priorities are we pursuing this term?                                                                        Drivers:                                                   What specific practices, structures, or conditions must change to make progress?                                                                        Milestones:                                                   What 90 to 120 day wins will show evidence of progress?                                                                        Evidence:                                                   What data, artifacts, or observations will we use to know it is working?                                                                        Owners:                                                   Who is responsible, and by when?                                                                                                                                                  Equally important is naming                                              what will not be added this term.                                               These guardrails prevent initiative creep and keep agendas disciplined.                                                                                                                                     For example, a program might set an aim of improving candidate rehearsal and feedback cycles. The SAP would specify drivers such as faculty &amp; clinical supervisor modeling &amp; labeling criteria-driven feedback, rehearsal opportunities, and each of the elements of quality coaching. Milestones might include teacher educator professional development, practice opportunities, shadowing or observations, peer feedback, and candidate survey data.                                                                                                                                     SAPs become the                                              plan of record                                               for program leaders, faculty, and clinical supervisors. Meeting agendas, professional learning, and all corresponding coaching cycles are aligned to the SAP, ensuring energy is directed toward the Key Lever of focus rather than scattered across competing initiatives.                                                                                                                        2. Phased Improvement                                                      Change is more sustainable when sequenced over time. EdPrep Partners uses a three phase approach that helps programs distinguish between what happens now, and what comes later:                                                                                                            Diagnose &amp; Plan                                                                   Conduct diagnostic reviews to surface strengths and gaps                                                           Use prioritized stakeholder questions and artifact reviews to i
1909dentify high leverage levers                                                           Co create an initial SAP with near term wins                                                                                                                        Implement and Early Scale                                                                   Support faculty, clinical supervisors, and mentors to put new practices into action                                                           Provide modeling, professional learning, and coaching aligned to SAP drivers                                                           Capture early evidence of candidate and teacher educator practice shifts                                                           Evaluate fidelity before expanding                                                                                                                        Sustain and Monitor                                                                   Embed routines that ensure practices stick across semesters                                                           Adjust and refine based on evidence                                                           Decide whether to deepen the same lever or add a new one                                                                                                                        Each phase has gates:                                    clear evidence criteria that determine whether a program is ready to move forward. These gates prevent programs from scaling new practices before they are ready and keep attention fixed on current priorities until they are solid.                                                                                                            3. Data Routines That Hold Focus                                                      Data routines are the discipline that sustains prioritization. They are not compliance exercises. They are structured, repeatable processes that ensure data is not just collected but actively interpreted, discussed, and used to improve candidate preparation. When implemented with consistency, data routines clarify not only what happened but also what should happen next.                                                                                                            A strong data routine keeps action close to the candidates&rsquo; developmental experiences. Faculty, clinical supervisors, mentors, and candidates themselves use timely evidence to adjust instructional practices, coaching approaches, and supports in ways that directly impact candidate development.                                                                                                            A simple monthly or bi monthly routine might include:                                                                                                                         Agenda:                                                   75 minutes, with 80 percent devoted to current SAP priorities                                                                        Artifacts:                                                   candidate observation and signature assignment data, rehearsal performance results, coaching feedback notes (faculty and clinical supervisors)                                                                        Questions:                                                           Are candidates enacting the instructional practices - methods, pedagogies, and content knowledge - along the program&rsquo;s developmental trajectory with consistency?                                                           What trends are emerging in candidate performance?                                                           Which teacher educator practices are promoting or deterring candidate growth?                                                           What does teacher educator performance reveal about readiness?                                                           What trends are visible in disaggregated data compared to aggregate data?                                                                                                                                     At their best, data routines do two things at once: they                                              reinfor
1909ce or refine focus                                               by keeping the chosen lever at the center of discussion, and they                                              surface near term wins                                               by highlighting evidence of progress to celebrate and build momentum.                                                                                                                                     We explore this idea in greater depth in a previous EdPrep Insight,                                              From Data Collection to Daily Practice: How Strong Data Routines Improve Teacher Preparation.                                  Read here                                                                                                            Measures of Progress: Depth Over Breadth                                                      The best signal of successful prioritization is not the number of initiatives launched. It is the evidence that one or two critical improvements are implemented with depth, sustained across semesters, and visible in both teacher educator practices and candidate enactment. At EdPrep Partners, we look for progress across four dimensions:                                                                                                            1. Implementation Fidelity                                                      The first signal is whether the plan is being executed with discipline.                                                                                           SAP milestones completed on time, showing that 90 to 120 day wins are achieved                                                           Leadership, faculty, and clinical supervisor meetings aligned to stated priorities                                                           Calibration checks showing implementation in programmatic experiences                                                                                                                        These indicators reveal whether programs are sticking with their priorities rather than drifting back into overload.                                                                                                            2. Practice Change                                                      The real test of prioritization is what happens in the daily work of teacher educators and candidates.                                                                                                                         Faculty and supervisors enacting practices tied to the chosen priority area(s)                                                           Candidates demonstrating stronger performance on prioritized skills in rehearsals, coursework, and clinical observations                                                           Coursework and clinical expectations aligned so all teacher educators are reinforcing the change                                                                                                                        When prioritization is working, practice across the program becomes coherent, not just compliant on paper.                                                                                                            3. Sustained Focus                                                      Improvement is fragile unless it survives the inevitable turnover and shifting pressures.                                                                                                                         Priorities carried consistently across two or more terms, even with leadership or staffing changes                                                           Practices and routines institutionalized over two or more years so they become standard operating procedures rather than temporary projects                                                                              Depth requires persistence. Sustained focus shows that programs are embedding change rather than launching initiatives that fade.                                                                                                            4. Guarding the Gains                                                      Strong programs protect improvements even as new priorities emerge.                                                                                           Evidence that gains from prior terms are still holding                                                           No regression in candidate performance or faculty practices tied to earlier Key Levers                                                           Standard operating procedures in place so progress does not depend on one leader or champion                                                                                                                        Guarding the gains ensures improvement is cumulative. Eac
1909h new priority builds on the last rather than replacing it.                                                                                                            Let&rsquo;s Give Them One                                                      Dramatic improvement does not come from doing everything. It comes from doing the right things, deeply and well. Programs that choose a vital few priorities, sequence them with discipline, and sustain them through practice based routines are the ones that change what candidates experience, how they perform, and ultimately the outcomes of P12 students.                                                                                                            At EdPrep Partners, we help programs focus, sequence, and sustain the improvements that matter most. Because every child deserves an excellent educator.                                                                                                            Let&rsquo;s give them one.</div> 
1910</div> 
1911 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/the-prioritization-imperative-how-programs-make-change-stick"></a> 
1912</div> 
1913</div> 
1914</div> 
1915</div> 
1916 <div style="-ms-grid-column:1; -ms-grid-row:2" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 800.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/the-coaching-gap-moving-from-chance-to-design" data-blog-post-alias="the-coaching-gap-moving-from-chance-to-design" aria-label="The Coaching Gap: Moving From Chance to Design"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/2-7ac2acfe-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/2-7ac2acfe-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
1917</a> 
1918 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/the-coaching-gap-moving-from-chance-to-design" data-blog-post-alias="the-coaching-gap-moving-from-chance-to-design">The Coaching Gap: Moving From Chance to Design</a> 
1919</h3> 
1920</div> 
1921 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
1922 <span>&bull;</span> 
1923 <span>September 8, 2025</span> 
1924</div> 
1925 <div class="postDescription" data-auto="blog-post-description">The Coaching Gap: Moving From                                                      Chance to Design                                                                                Implementing Coaching Systems Every Candidate Can Count On                                                                                                            Why Coaching Forecasts Readiness                                                                                        Clinical and internship teaching are often cited as the most impactful portions of teacher                                                      preparation for two reasons: they allow candidates to enact instructional practices with P-12                                                                   students, and they provide iterative coaching from faculty, clinical supervisors, mentors, and peers. Yet across both coursework and clinical experiences,                                              feedback remains inconsistent and often falls short                                               . A recent study analyzing more than 11,000 supervisor evaluations and candidate reflections found that                                              fewer than half of evaluations included a clear area for improvement or an actionable next step.                                    Supervisors most often flagged classroom management as the area for growth, while candidates themselves highlighted lesson planning.                                                                                                                         The quality and focus of feedback matters, and the gaps are visible in how our field is currently leveraging coaching across preparation. Meta analyses reinforce what we already know: coaching and mentoring improve candidates&rsquo; instructional skills, but not all feedback is equal. The most powerful driver of growth is when teacher educators-whether faculty in coursew
1925ork or supervisors and mentors in clinical settings-model practices, make their thinking visible, and then give candidates the chance to rehearse those methods, instructional and content pedagogies, or strategies with criteria driven feedback. In programs that do this, preservice teachers show much clearer improvement in their teaching and in their ability to make lessons clear for students.                                              Feedback alone is not enough. Feedback plus modeling and rehearsal is what moves practice.                                                                                                                         We have a system design problem, and it has become painfully clear: too often, feedback depends on an individual faculty member, supervisor, or mentor and their own experience and skill in coaching rather than on                                              a consistent structure every candidate can count on.                                    What is missing is a common coaching cycle: beginning with pre observation planning aligned to candidate developmental needs, narrowing to one or two refinement areas during observation, and following with evidence based debriefs that link teacher moves to student learning. High quality coaching closes by modeling the expected practice with clear criteria, giving candidates space to rehearse it, providing feedback during the rehearsal, and setting clear action steps with additional follow up. Without this structure, feedback risks being occasional advice or scattered tips rather than a deliberate system for growth.                                                                                                            This is the kind of challenge the field can solve together.                                               By building on a shared approach,                                                                  programs can move from good intentions to a reliable system that ensures every candidate,                                                      across coursework and clinical experiences, receives the coaching they need, and deserve, to be truly prepared for P-12 students.                                                                                                            Barriers That Prevent Quality Feedback                                                                                        The inconsistent quality and timeliness of feedback to candidates is not simply a matter of                                                      individual effort. It reflects predictable barriers in program structures and processes that most preparation programs face when coaching is not designed with intentionality.                                                                                                                         Coaching usually depends on the individual teacher educator. Too often, the quality of feedback rests on the interests and expertise of a faculty member, clinical supervisor, or mentor, shaped by their own experience and level of skill in coaching. Without a shared structure, candidates end up with very different developmental opportunities depending on who they are assigned.                                                                                                                                     We wait until clinical supervision for quality, criteria driven, instructional framework based feedback. Programs often treat coursework as the place for feedback on theory, leaving the more structured, criteria based coaching tied to the instructional framework for clinical experiences. This delay means candidates miss opportunities to build their understanding of quality instruction as defined by their campus and district, to develop habits earlier and more consistently, and it reinforces the idea that coaching is an event in supervision rather than a throughline across preparation.                                                                                                                                     Time and scheduling work against consistency. Candidates are often grouped or assigned without a clear purpose for maximizing observation and coaching, defaulting instead to logistical convenience. Clinical supervisors then juggle multiple campuses and candidates, while faculty balance coursework and other responsibilities. Without program level norms that protect and prioritize time for coaching, feedback becomes irregular or rushed. If a program intentionally partners on placements and reduces the number of campuses it serves, supervisors can spend more time observing, debriefing, and strengthening the quality of onsite supports.                                                                                                                                     Feedback is delayed or diluted. Candidates sometimes wait days for written notes or receive general comments instead of specific, actionable guidance they can use in their very next lesson. Delayed or vague feedback loses its power to shape immediate growth and leaves candidates uncertain about what to do next.                                                                                                                                     Coaching debriefs lack success criteria and rehearsals. Too often, post observation conversations stop at pointing out what was seen or offering general advice. Without clear criteria for what &ldquo;good&rdquo; looks like and without structured opportunities to rehearse the move, candidates leave with feedback they cannot immediately translate into action.                                                                                                                                     Roles are not calibrated. Faculty, supervisors, and mentors often work from different playbooks and hold different understandings of the standard, emphasizing varied priorities or using inconsistent language. Candidates then hear mixed messages about what matters most, and their development depends more on who is coaching them than on a shared vision of quality teaching.                                                                                                                                     Limited ongoing development for teacher educators. Faculty, supervisors, and mentors are often expected to coach without consistent training, practice, or feedback on their own coaching. Opportunities for ongoing development, including train the trainer models and observation of teacher educators themselves, are rare. Without this support, even well intentioned teacher educators struggle to provide the high quality feedback candidates need, and deserve.                                                                                                                        These barriers are real, but they are not permanent. Eac
1925h can be addressed by treating coaching as a system that ensures every candidate, in both coursework and clinical experiences, participates in the same cycle of focused observation, timely feedback, modeling, and rehearsal.                                                                                                            The opportunity is to move from coaching by chance to coaching by design.                                                                                                            Designing a Shared Coaching Cycle</div> 
1926</div> 
1927 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/the-coaching-gap-moving-from-chance-to-design"></a> 
1928</div> 
1929</div> 
1930</div> 
1931</div> 
1932 <div style="-ms-grid-column:2; -ms-grid-row:2" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 1000.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/from-data-collection-to-daily-practice-how-strong-data-routines-improve-teacher-preparation" data-blog-post-alias="from-data-collection-to-daily-practice-how-strong-data-routines-improve-teacher-preparation" aria-label="From Data Collection to Daily Practice: How Strong Data Routines Improve Teacher Preparation"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/3-6df0ad6e-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/3-6df0ad6e-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
1933</a> 
1934 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/from-data-collection-to-daily-practice-how-strong-data-routines-improve-teacher-preparation" data-blog-post-alias="from-data-collection-to-daily-practice-how-strong-data-routines-improve-teacher-preparation">From Data Collection to Daily Practice: How Strong Data Routines Improve Teacher Preparation</a> 
1935</h3> 
1936</div> 
1937 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
1938 <span>&bull;</span> 
1939 <span>September 3, 2025</span> 
1940</div> 
1941 <div class="postDescription" data-auto="blog-post-description">From Data Collection to Daily Practice: How Strong Data Routines Improve Teacher Preparation                                                                                                            Improving Candidate Development and Strengthening                                                                                                            Let&rsquo;s Start Using Data to Improve Preparation                                                                               Educator preparation programs are not short on data. Programs collect everything from candidates&rsquo; instructional performance to certification exam attempts to stakeholder surveys. But when that data gets pulled out for a faculty meeting once a year or tucked away in a compliance folder, it rarely changes what matters most: how candidates are being prepared, supported, and developed in real time.                                                                                                                        The challenge is not necessarily a lack of data.                                                                                                                         It is a lack of data routines. Too often, data becomes a performance-something reviewed to meet compliance or displayed on a dashboard rather than used to drive change. The issue is not too much information. It is that the right people are not looking at the right data at the right time, with the intention to act.                                                                                                                                     What preparation programs need is not more data, rather better (and often simpler) infrastructure and processes for using the data they already have. Programs across the country must move from passive collection to active improvement. When implemented with intention and consistency, data routines become the mechanisms that surface patterns, prompt timely action, and distribute decision-making across the people closest to candidate development.                                                                                                                        Strong programs and teacher educators do not use data just to understand what happened. They use it to decide what will happen next, and then they act on it.                                                                                                            Data Routines are used to:                                                                                 Monitor candidate development across coursew
1941ork and clinical experiences Strengthen faculty and clinical supervisor practice                                                                                      Identify and address misalignment between candidate expectations and performance                                                                        Inform improvements in coursework, coaching, and support structures                                                                                                                        Data routines are not something that happens once a semester. They are built with intention, follow a consistent cadence, and bring everyone to the table.                                                                                                            What Is a Data Routine?                                                                               A data routine is not a dashboard. It&rsquo;s not a spreadsheet review. And it&rsquo;s not a one-time meeting. Data routines are the structured, recurring processes that help educator preparation programs monitor performance, identify trends, and take meaningful action. They are improvement mechanisms, embedded into the core work of faculty &amp; clinical supervisors&rsquo; teaching, coaching, and candidate support.                                              High-quality routines follow a predictable pattern:                                                                                                            A Simple, Powerful Cycle:</div> 
1942</div> 
1943 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/from-data-collection-to-daily-practice-how-strong-data-routines-improve-teacher-preparation"></a> 
1944</div> 
1945</div> 
1946</div> 
1947</div> 
1948 <div style="-ms-grid-column:3; -ms-grid-row:2" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 1200.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/but-who-develops-the-mentors" data-blog-post-alias="but-who-develops-the-mentors" aria-label="But Who Develops the Mentors?"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/5-d157f22b-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/5-d157f22b-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
1949</a> 
1950 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/but-who-develops-the-mentors" data-blog-post-alias="but-who-develops-the-mentors">But Who Develops the Mentors?</a> 
1951</h3> 
1952</div> 
1953 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
1954 <span>&bull;</span> 
1955 <span>July 30, 2025</span> 
1956</div> 
1957 <div class="postDescription" data-auto="blog-post-description">But Who Develops the Mentors?                                                      Why Faculty Development Is the Foundation of Teacher Preparation-And How Great Teacher Educators Make Great Mentors Possible                                                                                                            The Missing Link in Mentor Development                                                                                                                         We&rsquo;ve spent a lot of time lately talking about the people mentoring apprentices and residents in the field&mdash;and rightly so.                                              This latest New America report                                               has sparked renewed attention to a long-overlooked truth: in K&ndash;12 apprenticeship, pre-service, and sometimes in-service models, mentor teachers are the backbone of teacher preparation. They model instruction, guide day-to-day practice, and offer the kind of real-time feedback that, in the best-case scenario, accelerates candidate growth. But we can&rsquo;t &ldquo;hope&rdquo; candidates learn how to teach. And we can&rsquo;t keep overlooking a key group in the process: the faculty and staff inside educator preparation programs.                                                                  And that raises a question the field doesn&rsquo;t ask often enough, though one that actually matters most to the developmental outcomes of a teacher candidate:                                                                                                            Who&rsquo;s developing the mentors?                                                                   In educator preparation, we&rsquo;ve come to expect that in-service teachers can take on an ever-growing set of responsibilities&mdash;coaching, modeling, and providing developmental feedback&mdash;
1957often without access to deep, structured, and resourced support. Because they spend the most time with candidates, operate closest to the realities of P&ndash;12 classrooms, and often form the most meaningful relationships, mentors are seen as &ldquo;high-leverage.&rdquo; As a result,                                              we&rsquo;ve too often placed the bulk of candidate development on mentors and P&ndash;12 schools&rsquo; shoulders.                                                                                                            At the same time, we&rsquo;ve accepted a pair of quiet assumptions:                                                                                                                         First:                                                   That the people responsible for supporting mentors&mdash;EPP directors, faculty, and supervisors&mdash;already know how to effectively model instruction, coach mentors, and deliver high-quality feedback. That they don&rsquo;t need structured development themselves.                                                                        Second:                                                   That the EPP teacher educators have already equipped mentors with the tools, training, and support needed to develop teacher candidates well.                                                                                                                                                  Faculty and supervisors within educator preparation programs are the developers of mentors. And they need tools, routines, and ongoing development just as much as anyone else in the system.                                              In fact, they need it most                                  . Their role isn&rsquo;
1957t just to support candidates, but to develop the teacher educators who do.                                                                                                            When faculty aren&rsquo;t equipped to design developmental experiences, lead effective coaching and rehearsal cycles, or provide feedback aligned to shared expectations, research-backed methods, and defined instructional criteria, mentoring breaks down&mdash;even with the best intentions in place.                                                                                                            Faculty development isn&rsquo;t optional or periodic, it&rsquo;s the foundation of scalable, high-quality teacher preparation.                                                                                   As Francesca Forzani of                                              TeachingWorks                                               reminds us,                                              &ldquo;As teacher educators, no one should take instruction more seriously than we do.&rdquo;                                                                                                            The Conditions That Shape Mentoring                                                                                                                         In too many educator preparation programs, mentoring is treated as a standalone function&mdash;isolated from the faculty, coursework, and routines that define a candidates&rsquo; preparation experiences more broadly and deeply (meaning, where the time and resources in preparation are spent (coursework, clinical experiences and observation cycles, etc.). Mentors are expected to model high-quality instruction, guide novice practice, and give actionable feedback.                                              But what do we imagine happens when the people designing those experiences haven&rsquo;t been supported to do that work themselves?                                                                                                            Mentorship doesn&rsquo;t operate in a vacuum.                                                                      It reflects what faculty and field supervisors prioritize, plan for, and model. Strong mentoring depends on strong teacher educators, including those who can translate instructional frameworks into rehearsal and feedback routines, scaffold development across time, and consistently model what high-quality teaching looks like. To do that well, they must be equipped with clear performance criteria and the capacity to offer focused, developmental feedback.                                                                                                            And yet, in too many places:                                                                                                                         There&rsquo;s often no shared definition of high-quality teacher educator practice.                                                                                                     No clear criteria, performance expectations, or consistent observation and feedback structures like the ones we expect for candidates. Frameworks and practices,                                                  like those from TeachingWorks                                     , offer strong starting points to embed within faculty development.                                                           Observation and feedback tools vary widely, or don&rsquo;t exist at all.                                                   This gap extends beyond coaching protocols and includes uneven or missing use of instructional frameworks, which serve as the shared foundation for candidate development and performance expectations.                                                                        Faculty often receive little to no structured development                                                   on how to label, model, teach, or coach toward proficiency in key methods, instructional pedagogies, content pedagogies, or instructional strategies.                                                                                                                                     These gaps aren&rsquo;t incidental, they&rsquo;re structural. And they directly impact the candidate experience. When faculty aren&rsquo;t prepared to develop mentors, mentors can&rsquo;t fully develop candidates. And the entire system suffers from a lack of clarity, consistency, and support.                                                                                                            How Strong Programs Develop Better Mentors                                                                                                            Strong mentoring doesn&rsquo;t start in the P&ndash;12 classroom. It begins with the people and practices that develop effective mentors.                                                                                             The strategies that make mentoring effective&mdash;modeling instruction, defining clear expectations, using structured coaching routines, and providing actionable feedback&mdash;aren&rsquo;t just for mentors. They&rsquo;re core responsibilities of the faculty, supervisors, and program leaders who design, support, and sustain high-quality teacher preparation.                                                                                                            When teacher educators are equipped to model, label, and coach instructional practice themselves, they&rsquo;re better positioned to develop mentors who can do the same. And when expectations are aligned across coursew
1957ork and clinical experiences, candidates experience more consistent and connected support.                                                      Strong programs invest in the people and structures that make effective mentoring possible. Mentoring systems don&rsquo;t improve by chance. They improve through clear expectations, shared language, and deliberate, supported practice&mdash;starting with the people who lead them.                                                                                                            Five things strong programs do to ensure faculty, supervisors, and mentors are all set up to succeed:                                                                                                                         Establish Clear Criteria for Instructional Practices                                                  Strong programs don&rsquo;t leave quality teaching to interpretation. They ensure teacher educators can articulate, teach, and apply clear criteria for what proficient performance looks like, grounded in the instructional methods and pedagogies the program prioritizes. Candidates know what&rsquo;s expected. Mentors and faculty know how to support it.                                                           Label &amp; Model High-Quality Instructional Practices                                                  Faculty, supervisors, and mentors consistently label &amp; model prioritized instructional methods and pedagogies&mdash;not just in coursework, but across rehearsals, field-based debriefs, and candidate coaching. They explicitly label the criteria of effective teaching and connect them to the program&rsquo;s instructional framework, reinforcing shared language and clear expectations.                                                           Use Structured Coaching and Feedback Routines                                                  Strong programs don&rsquo;t leave coaching to chance, they rely on repeatable, structured routines when engaging with candidates in their development. These include clear observation protocols, intentional debrief planning that prioritizes the highest-leverage growth area(s), and focused feedback conversations that incorporate labeling, modeling, and rehearsal. Next steps are actionable, aligned to each candidate&rsquo;s developmental trajectory, and anchored in the instructional performance criteria defined by the program and P&ndash;12 partners.                                                           Deliver Feedback That Builds Proficiency Over Time                                                  Effe
1957ctive feedback is specific, timely, actionable, developmentally appropriate, and aligned to shared expectations. It meets candidates where they are&mdash;and builds toward where they need to be&mdash;by supporting the knowledge, skills, and practices required for more advanced methods, pedagogies, and the needs of P&ndash;12 students. Faculty and supervisors provide both oral and written feedback that reinforces common instructional language, supports growth over time, and builds toward instructional proficiency. Crucially, feedback is calibrated across raters&mdash;ensuring it is fair, focused, and consistent.                                                           Align Expectations Between Faculty and Mentors                                                  Strong programs ensure that faculty, supervisors, and mentor teachers operate from a shared understanding of instructional expectations and feedback language. This alignment doesn&rsquo;t happen by chance&mdash;it requires intentional faculty development, structured calibration routines, and shared tools that anchor conversations in the program&rsquo;s instructional framework. When expectations are aligned, candidates receive clearer, more consistent support across coursework and clinical practice.                                                                                                                        These five practices aren&rsquo;t just features of building strong mentoring programs, they&rsquo;re the habits of strong programs. When faculty and supervisors do these things consistently, mentoring becomes a system, not a guess. E
1957xpectations are clearer. Support is more focused. And candidates are better prepared to teach.                                                                                                            Programs don&rsquo;t need to overhaul everything to improve faculty practices&mdash;and, in turn, mentor practices. Strong programs start small. They choose and consistently apply a common instructional framework. They identify core instructional methods, along with the definitions and criteria that guide candidate development within them. They select one or two high-leverage teacher educator practices that all faculty, supervisors, and mentors will use to support candidates. They adopt a focused coaching structure and process&mdash;such as Jim Knight&rsquo;s Impact Cycle, Elena Aguilar&rsquo;s Transformational Coaching Cycle, or Paul Bambrick-Santoyo&rsquo;s &ldquo;See It, Name It, Do It&rdquo; model&mdash;and align all feedback to the instructional framework and method criteria. From there, they progress monitor and ensure teacher educators are prepared to support mentors with the same clarity, consistency, and intentionality we expect mentors to show candidates.                                                                                                            Where Quality Mentoring Begins                                                                                        Strong mentoring doesn&rsquo;t happen by accident, and neither does strong teacher preparation. It happens by design. Programs that cultivate strong mentors understand that quality mentoring stems from strong modeling, clear expectations, and consistent support upstream. And that means attending to the development of the people who make it all possible: the faculty, supervisors, and staff inside educator preparation programs.                                                                                                            If mentors deserve support, modeling, and clarity, then the same must be true for those preparing them. These teacher educators do not just contribute to the preparation system&mdash;they shape the conditions, habits, and practices that drive it. They influence how mentors understand quality, how feedback is delivered, and how candidates make meaning of what it means to teach well.                                                                                                                         At                                              EdPrep Partners                                  , we work alongside programs to build that foundation, helping faculty and supervisors define what high quality practice looks like, model it with intention, and build the tools and routines to help others do the same. Our work supports not just individual development, but system level clarity and alignment, so that every candidate benefits from all teacher educators.                                                                                                            Because when all teacher educators grow, candidates grow. And when candidates grow, so do P&ndash;12 students.                                                                                                            Let&rsquo;s make teacher preparation better&mdash;together.</div> 
1958</div> 
1959 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/but-who-develops-the-mentors"></a> 
1960</div> 
1961</div> 
1962</div> 
1963</div> 
1964 <div style="-ms-grid-column:1; -ms-grid-row:3" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 1400.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/gatekeepers-of-readiness-reclaiming-quality-in-teacher-preparation" data-blog-post-alias="gatekeepers-of-readiness-reclaiming-quality-in-teacher-preparation" aria-label="Gatekeepers of Readiness: Reclaiming Quality in Teacher Preparation"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/6-0453b027-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/6-0453b027-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
1965</a> 
1966 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/gatekeepers-of-readiness-reclaiming-quality-in-teacher-preparation" data-blog-post-alias="gatekeepers-of-readiness-reclaiming-quality-in-teacher-preparation">Gatekeepers of Readiness: Reclaiming Quality in Teacher Preparation</a> 
1967</h3> 
1968</div> 
1969 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
1970 <span>&bull;</span> 
1971 <span>July 17, 2025</span> 
1972</div> 
1973 <div class="postDescription" data-auto="blog-post-description">Gatekeepers of Readiness: Reclaiming Quality in Teacher Preparation                                                                                                            The Challenge: Candidate Program Progress &ne; Proficiency                                                                                                            No gateway, no guarantee. If we truly want readiness, we have to require it.                                                      Every year, thousands of teacher candidates advance through preparation programs without clear, evidence-based confirmation that they&rsquo;re ready for what&rsquo;s next. Coursework and clinical experiences are completed. Clinical hours and documentation is logged. Evaluations are submitted. But critical questions remain:                                                                                                                         Can this candidate plan and deliver effective instruction?                                                           Has the candidate demonstrated proficiency in essential pedagogical methods?                                                           Is the candidate prepared to lead a classroom on day one?                                                                                                                        Too often, the answer isn&rsquo;t yes or no&mdash;it&rsquo;s maybe, probably, or simply unclear. And when progression is based more on time or task completion than demonstrated readiness, even well-intentioned systems can fall short. The result? Districts are left unsure of what a candidate can do. And ultimately, P&nd
1973ash;12 students experience the consequences in real time.                                                                                                            The Solution: Performance Gateways                                                                               At EdPrep Partners, we believe advancement in teacher preparation should be                                              earned                                               &mdash;not assumed. That&rsquo;s where                                              performance gateways                                               come in.                                                                                                                        Performance gateways are structured checkpoints built into a preparation program where candidates must demonstrate clear, observable proficiency in core instructional competencies before moving forward. They aren&rsquo;t hurdles&mdash;they&rsquo;re commitments to readiness. They reflect what many on the field have long recognized: that advancing through preparation requires defined opportunities to demonstrate performance, not just passive participation.                                                                                                            When done well, performance gateways give everyone a shared bar for what &ldquo;ready&rdquo; actually looks like. They align expectations across coursework and clinical experiences, helping programs feel confident that candidates aren&rsquo;t just progressing&mdash;they&rsquo;re prepared.                                                                                                            What Gateways Look Like in Practice                                                                  Strong programs don&rsquo;t treat performance gateways as one-time checks. They build them into the architecture of preparation&mdash;across three critical domains:                                                                                                            1. Coursework Progression                                                      Gateway assignments&mdash;whether performance tasks, planning artifacts, or modeled pedagogical practices&mdash;aren&rsquo;t just graded activities. They&rsquo;re structured demonstrations of instructional skill. Candidates must show proficiency against pre-developed criteria, using shared instructional frameworks, aligned to core methods and content pedagogy before advancing to later coursework or entering clinical placements.                                                                                                            2. Clinical Transition Points                                                      Before taking on any level of teaching responsibility&mdash;whether through co-teaching or as a full-time teacher of record&mdash;candidates engage in structured opportunities to demonstrate proficiency in core instructional methods and pedagogies. These gateways may include rehearsals, lesson enactments, or other representations of teaching, supported by observation of practice, planning artifacts, and content-pedagogy evidence assessed against shared instructional frameworks. When expectations aren&rsquo;t yet met, candidates receive targeted coaching&mdash;clear, high-quality oral and written feedback&mdash;alongside additional practice and a reassessment opportunity. The goal is not punishment, but support and growth.                                                                                                            3. Licensure Readiness and Program Completion                                                      Some performance gateways&mdash;whether tied to licensure, graduation, or overall program completion&mdash;draw on aggregated evidence of candidate performance. This may include portfolios, demonstration lessons, observation data, feedback cycles, and ratings on core instructional methods, pedagogical practices, and professional dispositions. These gateways offer a more comprehensive view of readiness&mdash;not just a checklist of completed tasks.                                                                  When candidates don&rsquo;t yet meet expectations, strong programs respond with support&mdash;not exclusion. That support includes targeted coaching, individualized growth plans, and multiple structured opportunities to demonstrate progress&mdash;ensuring that any high-stakes decision to advance or withhold a candidate is grounded in evidence.                                                                                                            What Strong Programs Do Differently                                                      Programs that implement effective performance gateways don&rsquo;t leave readiness to chance. They build it into the structure of preparation&mdash;and they&rsquo;re willing to make hard decisions in service of quality.                                                                                                            Here&rsquo;s what they prioritize:                                                                                                                         Shared Criteria and Expectations                                                  Gateways are aligned to a shared instructional framework, with consistent criteria &amp; look-fors, proficiency benchmarks, and frameworks used across faculty, supervisors, mentors, and candidates.                                                           Calibration Across Roles                                                  Faculty and field supervisors alike are trained and calibrated on what quality looks like&mdash;and how to assess it reliably.                                                           Transparent Candidate Support Plans                                                  Candidates know what&rsquo;s expected and what happens if they don&rsquo;t meet the bar. Growth plans are not reactive&mdash;they&rsquo;re proactive.                                                           Data-Driven Progression Decisions                                                  Advancement is grounded in multiple data sources: performance assessments, observation feedback, candidate coursework, and candidate and faculty/staff reflections&mdash;not gut instinct or seat time.                                                           Willingness to Hold the Line                                                  Strong programs are willing to hold a candidate in a &lsquo;phase of support&rsquo; when readiness isn&rsquo;t yet demonstrated&mdash;
1973because advancing without proficiency serves no one. They pair high expectations with high support, ensuring every candidate has the opportunity to meet the bar before moving forward.                                                           Candidate Readiness as a Shared Responsibility                                                  Performance decisions aren&rsquo;t the job of one teacher educator. They require aligned systems, clear structures, and shared ownership across faculty, supervisors, and district partners. When the entire preparation ecosystem supports a common bar for readiness, gateways become reliable&mdash;not random.                                                                                                                        This work requires intention, structure, and investment. But the payoff&mdash;better-prepared candidates who are ready on day one&mdash;is worth it.                                                                  Why This Matters                                                                                                            When performance gateways are clearly defined and well-executed, everyone benefits:                                                                                                            For Candidates:                                               They receive timely, actionable feedback and know exactly what&rsquo;s expected at each stage. &lsquo;Readiness to Teach&rsquo; isn&rsquo;t a guessing game&mdash;it&rsquo;s something they can see and achieve.                                                                                                                        For Programs:                                               They gain confidence that their completers are truly ready&mdash;and have the data to prove it.. Gateways strengthen program credibility, build trust with P-12 partners, and elevate outcomes.                                                                                                                        For Districts:                                               They hire new teachers who are instructionally ready&mdash;not just licensed. These candidates have already demonstrated they can plan, teach, and adapt in real P-12 classrooms.                                                                                                                        For P&ndash;12 Students:                                               They&rsquo;re taught by educators who are truly prepared to lead learning from day one. And as research shows,                                              the quality of the teacher makes all the difference.                                                                                                            At EdPrep Partners, performance gateways are a core lever of our EdPrep Performance Framework. We support educator preparation programs to:                                                                                                  Design developmental trajectories                                                   that build toward clear, proficiency-based benchmarks                                                                        Establish structured performance gateways                                                   across coursework and clinical experiences                                                                        Develop and calibrate observation frameworks, criteria, and look-fors                                                   aligned to core instructional practices                                                                        Implement targeted support plans                                                   for candidates who need additional time or coaching to meet expectations                                                                        Make progression decisions                                                   that are consistent, equitable, and grounded in multiple sources of evidence                                                                                                                                     We help programs shift from informal checkpoints to intentional, performance-based systems of candidate development&mdash;ensuring every candidate advances based on one overarching thing: demonstrated readiness to teach.                                                                                                            Let&rsquo;s Stop Guessing at Readiness                                                      Teacher preparation isn&rsquo;
1973t about getting candidates through the program. It&rsquo;s about getting them ready&mdash;deliberately, thoroughly, and with high expectations&mdash;for the P-12 classrooms they will lead.                                                      It means candidates demonstrating skills.                        It means meeting a clear, shared bar.                        It means performance&mdash;and readiness.                                                      Let&rsquo;s stop implying readiness.                        Let&rsquo;s measure it.                                                                                                            Let&rsquo;s make teacher preparation better&mdash;together.</div> 
1974</div> 
1975 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/gatekeepers-of-readiness-reclaiming-quality-in-teacher-preparation"></a> 
1976</div> 
1977</div> 
1978</div> 
1979</div> 
1980 <div style="-ms-grid-column:2; -ms-grid-row:3" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 1600.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/the-faculty-factor-elevating-the-teacher-educators-who-equip-future-teachers" data-blog-post-alias="the-faculty-factor-elevating-the-teacher-educators-who-equip-future-teachers" aria-label="The Faculty Factor: Elevating the Teacher Educators Who Equip Future Teachers"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/9-9d2244ec-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/9-9d2244ec-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
1981</a> 
1982 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/the-faculty-factor-elevating-the-teacher-educators-who-equip-future-teachers" data-blog-post-alias="the-faculty-factor-elevating-the-teacher-educators-who-equip-future-teachers">The Faculty Factor: Elevating the Teacher Educators Who Equip Future Teachers</a> 
1983</h3> 
1984</div> 
1985 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
1986 <span>&bull;</span> 
1987 <span>July 2, 2025</span> 
1988</div> 
1989 <div class="postDescription" data-auto="blog-post-description">The Faculty Factor: Elevating the Teacher Educators Who Equip Future Teachers                                                                                                            We can&rsquo;t raise the bar for teachers without raising the bar for those who prepare them.                                                      In the national conversation on teacher readiness, the spotlight often lands on curriculum, high-quality instructional materials, clinical models, or candidate recruitment. But behind every well-prepared teacher is a teacher educator&mdash;a faculty member, field supervisor, or mentor whose impact can either sharpen or stall a candidate&rsquo;s development. As educator preparation evolves to meet a long-recognized need&mdash;practice-based instruction supported by real-time coaching and high-quality feedback&mdash;we must extend the same level of development and accountability to the people preparing teacher candidates. Quality preparation doesn&rsquo;t stop at program design; it lives and dies in the instructional practice of teacher educators.                                                                                                            Why Teacher Educator Practices Matter                                                      Research confirms what many EPP leaders already know: the quality of support candidates receive from faculty and field-based educators is one of the strongest predictors of instructional readiness. Yet in many programs, the individuals preparing teachers&mdash;particularly clinical supervisors, adjunct faculty, and mentor teachers&mdash;receive little structured training, limited feedback, and no ongoing development in how to support candidate growth.                                                                                                            Studies show that teacher educators and program design structures significantly influence the quality of clinical experiences and the integration of theory and practice (Burns et al., 2015; Zeichner, 2010). Additionally, candidates are more instructionally effective when placed in settings where clinical educators provide targeted, high-quality feedback&mdash;emphasizing the direct link between educator practice and candidate readiness (Ronfeldt, 2014).                                                                                                                         The EdPrep Partners Performance Framework makes this clear: high-quality teacher educators are not just content experts or course designers&mdash;they are instructors of teaching practice. Their role extends beyond delivering content, to modeling, coaching, and guiding candidates toward instructional proficiency. Strong preparation programs recognize that                                              quality teaching at every level                                  &mdash;from the P&ndash;12 classroom to the coursework and field supervision for candidate development&mdash;
1989depends on the knowledge and skill of those doing the preparation of teacher candidates. To support candidate growth, teacher educators must be able to:                                                                                                                         Model effective instructional practices                                                   in their own teaching and the pedagogies they are developing in candidates&mdash;clearly labeled and intentionally scaffolded to ensure candidates understand not just the what, but the why and how of strong instruction.                                                                        Observe candidate practice with precision and consistency                                     , using shared criteria and developmental trajectories to prioritize both the what and the how of effective teaching.                                                           Deliver timely, high-quality oral and written feedback                                                   that is actionable, aligned to defined criteria, and anchored in candidate developmental progressions.                                                                        Use shared tools, rubrics, and performance benchmarks                                                   to support instructional growth&mdash;clearing the path for candidates, identifying when intervention is needed, and clearly communicating where a candidate is, what&rsquo;s missing, and what&rsquo;s next.                                                                        Facilitate structured coaching and support cycles                                                   that promote candidate reflection, guide next steps, and move candidates from analysis to rehearsal to enactment&mdash;
1989while adjusting teacher educator practice in response to candidate needs.                                                                                                                                     This isn&rsquo;t evaluative work&mdash;it&rsquo;s instructional. It demands intentional practice, ongoing calibration, and a shared vision of what high-quality preparation looks like.                                                      Yet while we invest heavily in developing teacher candidates, the development of those preparing them is too often overlooked. Without strong systems to support teacher educator practice, program improvement remains surface-level&mdash;and real instructional change stalls.                                                                                                            Persistent Gaps in Teacher Educator Development &amp; Practices                                                      Despite the clarity of what teacher educators must be able to do, most programs lack the infrastructure to support these core practices. Across the field, persistent challenges in teacher educator development are well known&mdash;confirmed by research, surfaced in stakeholder feedback, and reinforced through the diagnostic and technical assistance work of countless programs and organizations.                                                                                                                         Hiring and onboarding of clinical supervisors is inconsistent and misaligned.                                                   Clinical supervisors are often hired late, selected for convenience or availability rather than their ability to teach or coach aspiring educators. Many are retired principals or former educators without recent classroom experience or training in practice-based teacher development. They are onboarded inconsistently&mdash;or not at all&mdash;and often operate in silos, disconnected from coursework, program goals, and shared candidate expectations. Coaching practices vary widely, with little to no accountability for the quality of support provided.                                                                        Faculty expectations and instructional messages are fragmented.                                                   Faculty expectations also vary, sending mixed messages to candidates about what strong instruction looks like. In the absence of shared tools or developmental benchmarks, feedback and debriefs are inconsistent. Too often, candidates receive generic advice or &ldquo;tips and tricks&rdquo; rather than evidence-based coaching grounded in observed practice and instructional impact. Few faculty provide rehearsal opportunities or explicitly connect feedback to candidate developmental trajectories.                                                                        Professional learning for faculty and field-based educators is limited.                                                   Many are excluded from ongoing development or receive one-off trainings that lack follow-up or coherence. They often have little exposure to their program&rsquo;s instructional framework, teacher educator practices, or core tools&mdash;leaving them underprepared to support candidate growth in consistent, aligned ways.                                                                        Observation, feedback, and rehearsal practices lack calibration.                                                   Most programs lack shared coaching protocols, defined performance criteria for pedagogies and content-specific practices, or normed expectations for feedback and evaluation. As a result, teacher educators rely on their own interpretations of quality, leading to wide variation in what &lsquo;good teaching&rsquo; looks like and how it&rsquo;s communicated to candidates.                                                                        Feedback and accountability structures for teacher educators are weak or nonexistent.                                                   While candidates are routinely observed, evaluated, and coached, the same cannot be said for the individuals responsible for candidate development. Faculty, clinical supervisors, and mentor teachers often operate without receiving feedback on their own practice&mdash;no observations, no coaching, and no performance expectations tied to their impact as teacher educators. Without structures to assess and develop teacher educator effectiveness, programs cannot ensure consistency, quality, or improvement across candidate experiences.                                                                                                                                     While these challenges often surface locally, they reflect a broader systemic gap in how we develop and support the people who prepare teachers. They are symptoms of a broader systemic problem: the absence of robust infrastru
1989cture for developing and supporting the people who prepare teachers. And when left unaddressed, these gaps undermine even the strongest curriculum or clinical placement design.                                                                                                  If we care about candidate quality,                                              we can&rsquo;t leave teacher educator quality to chance.                                                                                                            What Strong Programs Do Differently                                                      Effective educator preparation programs recognize that developing teacher candidates requires equally rigorous investment in the development of teacher educators. They implement structured systems that align with research-backed practices, ensuring that teacher educators are equipped to model, coach, and support candidates effectively.                                                                                                                         Start with clear expectations for teacher educator practice.                                                  Strong programs define what quality looks like&mdash;not just for candidates, but for the people developing them. They establish explicit competencies for faculty, clinical supervisors, and mentor teachers aligned to research-based teacher educator practices. These expectations anchor coaching protocols, feedback cycles, and performance reviews&mdash;replacing ambiguity with clarity.                                                           Onboard and train all teacher educators with purpose.                                                  Onboarding is not an afterthought. Effective programs provide structured, role-specific training before a course is taught or a candidate is coached. Whether full-time faculty or part-time field supervisors, every educator receives grounding in the program&rsquo;s instructional model, pedagogical expectations, feedback protocols, and the developmental trajectory of candidates.                                                           Embed coaching and rehearsal into teacher educator development.                                                  Programs that prioritize practice-based preparation also ensure that teacher educators themselves rehearse the practices they&rsquo;ll be facilitating. This includes opportunities to model instructional strategies, analyze candidate performance, and role-play feedback conversations&mdash;all grounded in the same tools and criteria expected of candidates.                                                           Observe, support, and develop their teacher educators&mdash;routinely.                                                  Strong programs don&rsquo;t just evaluate teacher educators&mdash;they coach them. Faculty and clinical educators receive feedback on their instructional moves, the quality of their feedback to candidates, and their al
1989ignment to core pedagogies. Observation and coaching cycles are routine, not reserved for remediation. The goal isn&rsquo;t compliance&mdash;it&rsquo;s growth.                                                           Build shared infrastructure to calibrate and align.                                                  To ensure consistency across courses, supervisors, and sites, strong programs implement shared tools: observation rubrics, coaching protocols, feedback templates, and performance benchmarks that make expectations visible. These tools are used not only with candidates, but with the teacher educators who support them&mdash;ensuring everyone is working from the same definition of quality.                                                           Treat teacher educator development as ongoing, not episodic.                                                  Professional learning is structured, job-embedded, and responsive. Strong programs create feedback loops from candidate performance to teacher educator development&mdash;recognizing that improving instruction at the candidate level requires skill-building at the educator level. They invest in communities of practice, calibration routines, and data-driven development plans.                                                                                                                        This work requires intention, structure, and investment. But the payoff&mdash;better-prepared candidates who are ready on day one&mdash;is worth it.                                                                                                            A Call to Action: Elevating the Faculty Factor                                                                                                            If we&rsquo;re serious about dramatically improving teacher preparation, we have to begin with those responsible for delivering it. The research is clear. The practices are clear. And the need is urgent.                                                                                                            We&rsquo;ve long known that strong preparation requires aligned coursework, clinical experiences, and access to high-quality instructional materials. Even well-designed programs can struggle to deliver on their promise if faculty, supervisors, and mentors lack the support to bring them to life. Strong programs support candidates&mdash;but that support is only as effective as the people delivering it. And when those people lack the skills, structures, and support to model and develop effective instruction, candidates enter classrooms unready for day one.                                                                                                            Teacher educator development is not a side issue&mdash;it&rsquo;s the fundamental driver of program quality.                                                                                                            At EdPrep Partners, we believe this is one of the most urgent and actionable levers for strengthening preparation nationwide. That&rsquo;s why our work&mdash;spanning diagnostics, technical assistance, and implementation support&mdash;centers on developing the practices of teacher educators. We help programs define expectations, build infrastructure, and implement systems that elevate faculty, supervisors, and mentors as skilled instructors of teaching.                                                                                                            Programs that make this investment aren&rsquo;t just building stronger teams. They&rsquo;re improving candidate outcomes, strengthening partnerships, and delivering on the promise of readiness for every candidate.                                                                                                            Let&rsquo;s raise the bar&mdash;for teacher educators, for teacher candidates, and for the future of the profession.                                                                                                            Let&rsquo;s make teacher preparation better&mdash;together.                                                                                                            Calvin J. Stocker                                                      Founder &amp; CEO, EdPrep Partners                                                                                                                                                                  A Note on the Field&rsquo;s Progress &amp; TeachingWorks                                                      I&rsquo;ve long championed and supported the development of both innovation and attention in this space, and EdPrep Partners will continue that commitment&mdash;
1989focusing teacher educator development as a core driver of program quality. Our technical assistance is grounded in the knowledge, skills, and systems that enable faculty and supervisors to prepare candidates well. We recognize the essential contributions of partners who have shaped this work nationally. TeachingWorks, in particular, has meaningfully codified what it means to prepare the people who prepare teachers&mdash;bringing clarity, structure, and urgency to the field. Their thought leadership continues to elevate expectations and sharpen the vision for teacher educator practice. We are proud to learn from and alongside them.</div> 
1990</div> 
1991 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/the-faculty-factor-elevating-the-teacher-educators-who-equip-future-teachers"></a> 
1992</div> 
1993</div> 
1994</div> 
1995</div> 
1996 <div style="-ms-grid-column:3; -ms-grid-row:3" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 1800.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/when-prep-is-the-priority" data-blog-post-alias="when-prep-is-the-priority" aria-label="When Prep is the Priority"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/10-73509b0a-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/10-73509b0a-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
1997</a> 
1998 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/when-prep-is-the-priority" data-blog-post-alias="when-prep-is-the-priority">When Prep is the Priority</a> 
1999</h3> 
2000</div> 
2001 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
2002 <span>&bull;</span> 
2003 <span>May 22, 2025</span> 
2004</div> 
2005 <div class="postDescription" data-auto="blog-post-description">When Preparation Is the Priority: How the University of Houston Is Redefining Quality ACP at Scale                                                                                     The Big Picture: Preparation, Not Pathway                                                                   As the nation continues grappling with how to solve the teacher shortage, one question&mdash;often unspoken&mdash;keeps surfacing:                                              traditional, alternative, or no preparation at all?                                                                                                  It&rsquo;s time to take one variable off the table. This is no longer a debate about                                              pathway                                               . It&rsquo;s about                                              preparation                                  . As we&rsquo;ve outlined in a previous EdPrep Insight&mdash;                                  Ready or Not: What Texas&rsquo; 2024&ndash;2025 Data Reveals About Teacher Preparation Gaps                                  &mdash;the real dividing line is between programs that prepare teachers to be ready on day one, and those that don&rsquo;t.                                                                                     Unfortunately, and far too often&mdash;no matter the pathway&mdash;preparation is the missing piece.                                                                                     The result? Let&rsquo;s look at Texas&mdash;one of the nation&rsquo;s largest producers of year-zero teachers&mdash;during the 2024&ndash;2025 academic year:                                                                                                  43,771 teachers were newly hired across the state.                                                           31% (&asymp;13,569 teachers) were hired without a Texas teacher certification or SBEC-issued permit.                                                           Just 12.3% (&asymp;5,382 teachers) were hired with a Standard Certificate and completed clinical student teaching.                                                                                                 Texas hired nearly 44,000 new teachers last year. But nearly one in three entered the classroom without certification or a state-issued permit. Fewer than 13% were fully certified with completed clinical student teaching. This isn&rsquo;t an exception&mdash;it&rsquo;s the system. And it&rsquo;s failing to prepare&mdash;especially those teachers just starting in the profession, those who support and work alongside year-zero teachers on campus, and ultimately, the P&ndash;12 students they serve.                                                                                     UH ACP: From Pilot to Scale                                                      Back in 2022, during our time working at US PREP National Center, two colleagues and I met with two visionary leaders who were growing increasingly concerned about declining enrollment and meeting the needs of their district partners. Enrollment in their teacher preparation program was falling, and districts were sounding the alarm&mdash;they weren&rsquo;t producing enough educators.                                                                                     Dr. Shea Culpepper                                               and                                              Dr. Amber Thompson                                  , leaders of the University of Houston (UH) teacher preparation program, went all-in. Together, with the support of the Houston Endowment, we co-designed a scaled alternative certification program (ACP) that has helped redefine what quality can look like in a university-based ACP.                                                                                                  We built on more than 15 years of learning from innovative alternative preparation programs across the country&mdash;models and structures proven to rapidly develop teacher candidates while meeting the real-time needs of P&nd
2005ash;12 districts. Programs like                                              Teaching Excellence at YES Prep Public Schools                                               ,                                              Urban Teachers                                               ,                                              Relay Graduate School of Education                                               ,                                              Sposato                                               , and                                              Alder GSE                                               have led the way in demonstrating what&rsquo;s possible when design is grounded in practice.                                                                                                 UH launched its ACP                                               with just                                              17 candidates                                               in its first year, partnering with two school districts. In year two, enrollment grew to                                              106 candidates and five districts                                               . Now, just over two years since that first planning meeting, UH is on track to enroll                                              just under 200 candidates in districts across the Houston area                                               for the 2025&ndash;26 school year.                                                                                                              That means more than 200 well-prepared teachers will enter Houston-area classrooms&mdash;backed by a program that has scaled with intention, not compromise. To support this growth, UH now has                                              eight full-time Site Coordinators                                               to support candidates, ensuring the program not only expands&mdash;but strengthens.                                                                                                              At a time when most university-based teacher preparation programs are shrinking,                                              UH is opening new pathways                                               .                                              Not because it lowered the bar&mdash;but because it raised it across                                  all                                  programs and pathways.                                               And because it listened&mdash;to districts, to candidates, and to what the research tells us works.                                                                                                 What Makes Alternative Certification Work: Elements of High-Quality ACP                                                                                     Not all ACPs are created equal. In fact, much of the skepticism around alternative certification stems from programs that shortcut preparation&mdash;offering minimal training, limited coaching, and few performance expectations before teachers take full responsibility for a classroom.                                                                                     But that&rsquo;s not how it has to be.                                                                                     High-quality ACPs share a set of non-negotiable design elements&mdash;structures that ensure teacher candidates are prepared to lead P-12 learning from day one. These elements are grounded in EdPrep Partners&rsquo; Performance Framework and reflect over a decade of national learning from programs that work.                                                                                     The University of Houston&rsquo;s ACP shows what&rsquo;s possible when these elements are put into practice.</div> 
2006</div> 
2007 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/when-prep-is-the-priority"></a> 
2008</div> 
2009</div> 
2010</div> 
2011</div> 
2012 <div style="-ms-grid-column:1; -ms-grid-row:4" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 2000.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/ready-or-not-what-texas-20242025-data-reveals-about-teacher-preparation-gaps" data-blog-post-alias="ready-or-not-what-texas-20242025-data-reveals-about-teacher-preparation-gaps" aria-label="Ready or Not: What Texas’ 2024–2025 Data Reveals About Teacher Preparation Gaps"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/16-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/16-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
2013</a> 
2014 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/ready-or-not-what-texas-20242025-data-reveals-about-teacher-preparation-gaps" data-blog-post-alias="ready-or-not-what-texas-20242025-data-reveals-about-teacher-preparation-gaps">Ready or Not: What Texas&rsquo; 2024&ndash;2025 Data Reveals About Teacher Preparation Gaps</a> 
2015</h3> 
2016</div> 
2017 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
2018 <span>&bull;</span> 
2019 <span>May 20, 2025</span> 
2020</div> 
2021 <div class="postDescription" data-auto="blog-post-description">What Texas&rsquo; Data Shows About Preparation                                                                               Every child deserves an excellent educator. Let&rsquo;s give them one.                                                                                                                        Recent data                                               released by the Texas Education Agency (TEA) highlights concerning trends in how many newly hired teachers enter the profession with or without formal preparation. While rates vary across the state&rsquo;s 20 education regions, the statewide picture reveals a growing divide between hiring needs and expectations, candidate enrollment, and the preparation pathways that support the demand.                                                                                                                        Texas Statewide Newly Hired &amp; Certification Data in 2024&ndash;2025:                                                                                                                                       43,771 teachers were newly hired across Texas.                                                                                      31% (approx. 13,569) were hired without a Texas teacher certification or SBEC-issued permit.                                                                                      34% (approx. 14,882) were re-entering teachers, returning after a break in Texas public school teaching.                                                                        Only 12.3% (approx. 5,382) were Standard Certified teachers&mdash;those who had completed clinical student teaching prior to being hired.                                                                                                                        Two Texas regi
2021ons help help illustrate how this plays out on the ground:                                                                                                                                       In Region 4 (Houston), 9,950 new teachers were hired. Only 2,782 (28%) were newly certified, while 3,191 were hired without a Texas certification or permit.                                                                        In Region 19 (El Paso), 947 new teachers were hired. 434 (46%) were newly certified, and 96 entered without certification or under emergency permits.                                                                                                                                     These aren&rsquo;t just numbers. They                                              reflect fundamentally different teaching conditions for P&ndash;12 students                                               across Texas and continue to raise urgent questions for preparation programs, districts, and state leaders:                                                                                                                                                   Are preparation pathways keeping pace with the realities of regional hiring needs?                                                                                      Are certification and preparation being prioritized&mdash;or deprioritized&mdash;in staffing decisions?                                                                        What systems are in place to ensure all new teachers are truly ready to teach?                                                                                                                                     You can explore this data, and more, in the                                              TEA Regional Dashboard                                  .                                                                                                            Preparation is the Non-Negotiable                                                                               It&rsquo;s time to reframe the conversation. This is no longer about traditional vs. alternative pathways.                                              It&rsquo;s about preparation vs. no preparation.                                                                                                                         Texas has long relied on a mix of pathways to meet workforce needs&mdash;from traditional certification programs to alternative certification and internship-based models. Each has a role to play. But across all pathways, the baseline expectation must be the same: teachers must be prepared to teach P&ndash;12 students on day one.                                                                                                                        When preparation is missing, the burden shifts to schools and students. Gaps in readiness lead to inconsistent instruction, classroom management challenges, higher attrition, and decreased outcomes for students. But when teacher candidates are well-prepared&mdash;through rigorous coursework, structured clinical experiences, and expert coaching&mdash;students benefit, and so do the systems that support them.                                                                                                            What Quality Preparation Requires                                                                               To close both certification and achievement gaps, we must shift the frame from                                                           &quot;how many teachers&quot;                                                           to                                              &quot;how well-prepared are they&mdash;and how do we scale that quality?&quot;                                                                                                            At EdPrep Partners, we believe the solution lies in investing in all preparation programs and pathways&mdash;traditional, residency, internship-based, and community college&mdash;that are designed to deliver both quality and scale. Any pathway can work when it reflects what research and real-world success tell us is essential. That means programs must be:                                                                                                                         Coherent and research-based:                                                   Coursework, clinical experiences, and data systems must align to a shared vision of instructional performance. Candidates, faculty, supervisors, and mentor teachers should all reinfor
2021ce the same expectations&mdash;grounded in what excellent teaching is.                                                                          Practice-rich and structured with high-quality feedback:                                                   Candidates need multiple, scaffolded opportunities to observe, rehearse, and enact instruction&mdash;both before and while they take on full classroom responsibility. Structured practice (such as simulations, rehearsals, and supported teaching experiences) must be paired with timely, specific, and high-quality feedback that drives meaningful reflection and instructional growth.                                                                        Performance-driven and competency-based:                                                   Candidate progression must be based on demonstrated readiness, not just clock hours or course completion. Strong programs define clear developmental trajectories, set intentional benchmarks, and establish structured performance gateways&mdash;ensuring that candidates show they&rsquo;re ready before advancing to the next stage of preparation or independent teaching.                                                                        Accessible, scalable, and sustainable:                                                   The most effective programs reduce barriers to entry without lowering the bar&mdash;ensuring that preparation remains both inclusive and high-quality. This requires building the systems, staffing, and structures needed to &ldquo;scale well.&rdquo; Access and quality must grow together&mdash;not in opposition. This also means meeting candidates where they are, through the refinement and development of programs and pathways they&rsquo;re most likely to pursue, while incentivizing and supporting more rigorous, practice-rich models that lead to lasting success in P-12 classrooms.                                                                                                                                     These aren&rsquo;t theoretical ideals&mdash;they&rsquo;re already in practice across countless programs nationwide and are embedded in EdPrep Partners&rsquo; Performance Framework and 14 Levers for Quality Teacher Preparation. We&rsquo;ve seen firsthand how these structures drive results for teacher candidates and P&ndash;12 students&mdash;and we&rsquo;ve supported programs in building and refining them to increase quality, enrollment, completion, and retention. And we need to rapidly support more.                                                                                                            The Research Is Clear: Preparation Matters                                                                  A 2024 policy brief from Texas Tech University found that uncertified teachers without prior classroom experience were associated with significant declines in student achievement, while those with experience (like paraprofessionals) did not harm outcomes. &sup1;                                                                                                            A separate study from Texas State University showed that students taught by unlicensed instructors experienced up to three months less academic growth in math, and those teachers also left the profession at far higher rates.&sup2;                                                                                                            Well-prepared teachers improve student learning and stay in the classroom longer. And any pathway that prepares them well is worth investing in.                                                                                                            The Opportunity for States, Regions, and Programs                                                                               Texas is not alone. States across the country are grappling with the same challenge: How do we expand the teacher workforce without sacrificing preparation quality? The data shows us both the risk and the opportunity.                                                                                                                                     Some regions&mdash;like El Paso&mdash;are making aligned, intentional moves that prioritize preparation. Others are navigating fractured systems, where hiring decisions are driven more by urgency than by long-term readiness.                                                                                                                                     The difference isn&rsquo;t just about policy. It&rsquo;s about intentionality, investment, and systems.                                                                                                                        At EdPrep Partners, we&rsquo;ve seen what&rsquo;s possible when systems and teacher preparation programs commit to:                                                                                                                         Using data not just to report progress, but to drive strategy                                                   &mdash;clarifying where to invest, how to improve, and where to grow.                                                                        Aligning teacher educator practices across coursew
2021ork, clinical experiences, and district hiring                                                   &mdash;so expectations are simplified, and preparation is streamlined around what matters most.                                                                        Investing in the people who make preparation work                                                   &mdash;faculty, staff, supervisors, mentors, and program leaders.                                                                        Building lasting infrastructure and capacity                                     &mdash;anchored in enrollment, staffing, and program scale, so that change sticks beyond pilots and funding cycles.                                                                                                                                     The tools exist. The frameworks are in place. We know what quality looks like.                                                                                                                                     But knowing what works is not enough. We need bold action, strategic investment, and a shared sense of urgency&mdash;paired with the capacity and know-how to scale what works and sustain it over time.                                                                                                                                     This, like many before, is a pivotal moment for teacher preparation. If we act now&mdash;with coherence, ambition, and long-term systems in mind&mdash;we can ensure that every P&ndash;12 student is taught by a well-prepared teacher.                                                                                                                                     Let&rsquo;s make this our shared commitment.                                              Let&rsquo;s make teacher preparation better&mdash;together.                                                                                                            Calvin J. Stocker                                                      Founder &amp; CEO, EdPrep Partners</div> 
2022</div> 
2023 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/ready-or-not-what-texas-20242025-data-reveals-about-teacher-preparation-gaps"></a> 
2024</div> 
2025</div> 
2026</div> 
2027</div> 
2028 <div style="-ms-grid-column:2; -ms-grid-row:4" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 2200.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/delaware-s-playbook" data-blog-post-alias="delaware-s-playbook" aria-label="Delaware's Playbook"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/11-c6b473cc-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/11-c6b473cc-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
2029</a> 
2030 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/delaware-s-playbook" data-blog-post-alias="delaware-s-playbook">Delaware's Playbook</a> 
2031</h3> 
2032</div> 
2033 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
2034 <span>&bull;</span> 
2035 <span>May 19, 2025</span> 
2036</div> 
2037 <div class="postDescription" data-auto="blog-post-description">Delaware&rsquo;s Playbook: A Signal for What&rsquo;s Possible in Teacher Preparation and Literacy                                                                                                            A Signal for What&rsquo;s Possible                                                                   The                                              2025 Delaware Teacher Pathways Showcase                                               wasn&rsquo;t just a convening. As Michael Saylor, Director of Educator Excellence at the Delaware Department of Education, described it, the goal was to &ldquo;Share. Learn. Get Inspired.&rdquo; What unfolded was more than that.                                              It was a signal.                                                                                     A signal that system-level transformation in teacher preparation isn&rsquo;t theoretical&mdash;it&rsquo;s already underway and positioned for rapid statewide expansion. That expanding access to the profession must be matched by a deep focus on candidate readiness. And that addressing long-standing student learning challenges requires investing in how teachers are developed.                                                                                     Delaware isn&rsquo;t standing still. It&rsquo;s moving with intention&mdash;through policy, partnership, and preparation systems designed to drive meaningful, lasting change.                                                                                     The Literacy Crisis: Delaware and the Data Demand More                                                      Delaware isn&rsquo;
2037t avoiding the hard challenges. One of the clearest takeaways from the 2025 Teacher Pathways Showcase was how openly state and institutional leaders acknowledged the depth of the literacy crisis&mdash;and their shared responsibility for solving it. Several speakers and panelists throughout the day pointed to the need for honest, systems-level reflection on current conditions and the bold steps required to drive lasting change.                                                                                     The data underscores the urgency. According to the 2024 Nation&rsquo;s Report Card, gaps in literacy by race, income, and gender remain largely unchanged since 1998, and:                                                                                                                Only                                                  26 percent                                                   of DE                                                  4th Grade                                                   students read at or above                                                  Proficient                                                   ;                                                  45 percent                                                   scored                                                  below Basic                                     .                                                                         Just                                                  23 percent                                                   of DE                                                  8th Grade                                                   students reached                                                  Proficient                                                   ;                                                  41 percent                                                   scored                                                  below Basic                                     .                                                                                                 These results aren&rsquo;t anomalies&mdash;they are the predictable outcomes of preparation systems that have not fully aligned with how students actually learn to read. Too often, teacher preparation and P&ndash;12 instruction operate in silos, disconnected from the structured, evidence-based practices that research shows make a difference.                                                                                     Delaware is responding differently. Through strategic investments in pathways, preparation systems, and instructional alignment, the state is making it clear: improving literacy outcomes begins with how teachers are prepared&mdash;not just how they perform.                                                                                     Pathways With Purpose: Delaware&rsquo;s Approach to Statewide Infrastructure                                                                                     Delaware is addressing its educator workforce challenge not with scattered programs, but through a coordinated, statewide strategy. The state is developing multiple entry points into the profession&mdash;each grounded in rigorous preparation, aligned to workforce needs, and designed to scale sustainably.                                                                                                  As                                              Senator Laura Sturgeon                                               noted during the Showcase&rsquo;s opening session,                                              &ldquo;We don&rsquo;t have time to wait.&rdquo;                                               That urgency is evident in both the design and the rapid expansion of Delaware&rsquo;s pathway system. Here&rsquo;s where Delaware is currently investing in preparation pathways:</div> 
2038</div> 
2039 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/delaware-s-playbook"></a> 
2040</div> 
2041</div> 
2042</div> 
2043</div> 
2044 <div style="-ms-grid-column:3; -ms-grid-row:4" class="postArticle " data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 2400.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/no-more-data-for-data-s-sake" data-blog-post-alias="no-more-data-for-data-s-sake" aria-label="No More Data for Data's Sake"> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/13-4a1d2bcf-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/13-4a1d2bcf-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
2045</a> 
2046 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/no-more-data-for-data-s-sake" data-blog-post-alias="no-more-data-for-data-s-sake">No More Data for Data's Sake</a> 
2047</h3> 
2048</div> 
2049 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
2050 <span>&bull;</span> 
2051 <span>May 7, 2025</span> 
2052</div> 
2053 <div class="postDescription" data-auto="blog-post-description">No More Data for Data&rsquo;s Sake                                                                                                                        Compliance-Driven Data &ne; Continuous Improvement                                                      Across the field of educator preparation, programs are inundated with data: licensure pass rates, observation data, candidate surveys, retention dashboards, etc. Yet despite this volume, many educator preparation programs struggle to translate data into sustained improvement.                                                                                                            Instead, data use often centers on meeting accreditation requirements or state reporting mandates&mdash;important, but insufficient. The real risk is this: when data is collected but not used to inform decisions, it erodes credibility, overwhelms stakeholders, and ultimately does little to improve candidate readiness or program quality.                                                                                                            It&rsquo;s time to move from compliance to comittment&mdash;where data is not just stored and sorted, but embedded in daily practice, coaching, and leadership decisions.                                                                                                            Data Is a Lever for Growth, Not Just a Record of the Past                                                                                                            The strongest teacher preparation programs use data as a continuous improvement tool&mdash;not a retrospective one. That means:                                                                                                                         Grounding data in a shared vision for quality teaching &amp; learning.                                                           Leveraging multiple data types (coursework, clinical, candidate performance, etc.).                                                           Using structured, routine data reviews to inform coaching, coursework revisions, and partnership decisions.                                                           Empowering faculty, supervisors, and candidates to own and act on the data&mdash;not just leaders.                                                                                                                                     This shift&mdash;from data                                              as evidence                                               to data                                              as action                                               &mdash;is at the heart of                                              EdPrep Partners&rsquo;                                               approach.                                                                                                                        What It Looks Like in Practice: Frame &rarr; Describe &rarr; Plan                                                                                                            Data protocols should be designed for clarity, utility, and collective ownership. Here&rsquo;s how we have thought about shrinking the change and behavior of data usage:                                                                                                            Frame                                                      Establish purpose and expectations. What are we trying to understand? What assumptions or biases might we bring into the conversation?                                                      &ldquo;We expect strong performance in elementary certification areas, but prior data suggested gaps in secondary math. What will this year&rsquo;s trends tell us?&rdquo;                                                                                                            Describe                                                      Analyze and interpret the data. What patterns, gaps, or inconsistencies are emerging? What seems surprising&mdash;or missing?                                                      &ldquo;Observation counts meet minimum standards, but no extra support was provided to struggling candidates. That&rsquo;s a missed opportunity.&rdquo;                                                                                                            Plan                                                      Develop a concrete action plan. What changes will we make? Who owns what? How will we monitor and report progress?                                                                                                            &ldquo;We&rsquo;ll launch a targeted support series for secondary math candidates, implement coaching development for supervisors, and track &amp; view impact data quarterly.&rdquo;                                                      This protocol is intentionally simple&mdash;but powerful. It ensures that data review isn&rsquo;t a one-time event or isolated to leadership. It&rsquo;s a discipline of improvement shared across faculty, field supervisors, and program leaders.                                                                                                            The Stakes: Why The Data Matters                                                      When data is embedded into the culture of teacher preparation, it improves outcomes for everyone. This seems obvious, though doesn&rsquo;t live out in practice as much as we would hope:                                                                                                            For Teacher Candidates                                  : More timely support, clearer expectations for instruction and growth (for teacher educators too), and coaching that actually supports their instructional performance in the classroom with P-12 students.                                                                                                            For Teacher Educators                                  : Transparent benchmarks that articulate candidate growth, opportunities for feedback and professional development, improvement in candidate development practices, and a shared vision for quality teaching &amp; learning.                                                                                                            For Educator Preparation Programs                                  : Alignment to district needs, stronger evidence of impact, and a more responsive approach to coursew
2053ork, clinical design, and candidate supports.                                                                                                            For State Agencies &amp; Funders                                  : Real-time insights into what&rsquo;s working&mdash;and what isn&rsquo;t&mdash;driving smarter investments and systemic improvement.                                                                                                            This Is Not About More Data&mdash;It&rsquo;s About Better Use                                                                                                                         If your data isn&rsquo;t shaping                                              quality teaching at every level                                  , improving feedback, influencing program structures, or informing policy&mdash;it&rsquo;s not doing its job. Across educator preparation, programs are working hard to collect and report meaningful data. But too often, those systems remain disconnected from the daily decisions that matter most&mdash;where faculty, field supervisors, and candidates need timely, actionable insights to grow. It&rsquo;s not a question of effort. It&rsquo;s a question of connection and use.                                                                                                            We don&rsquo;t need more data&mdash;we need more will to act. The good news is: the pieces are already in place. Many programs have clear frameworks, committed teams, and tools at their fingertips. What&rsquo;s needed now is shared focus&mdash;embedding these tools into ongoing practice focused on quality of teaching, learning, and the programming that drives candidates&rsquo; development.                                                                                                            The path to quality is clear. It&rsquo;s time to walk it. Let&rsquo;s stop collecting data for data&rsquo;s sake.                                                                                                            Let&rsquo;s make teacher preparation better&mdash;together.</div> 
2054</div> 
2055 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/no-more-data-for-data-s-sake"></a> 
2056</div> 
2057</div> 
2058</div> 
2059</div> 
2060 <div style="-ms-grid-column:1; -ms-grid-row:5" class="postArticle lastArticle" data-auto="blog-post-article"> <div class="inner clearfix wow" style="animation-delay: 2600.0ms;"> <a class="blogImgLink" data-auto="blog-img-link" dont-color-link="true" href="/field-supervision-matters-high-impact-coaching-feedback-matters-even-more" data-blog-post-alias="field-supervision-matters-high-impact-coaching-feedback-matters-even-more" aria-label="Field Supervision Matters. High-Impact Coaching & Feedback Matters Even More."> <div class="blogImg" data-auto="blog-img" style="background-image: url('https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/15-319756c8-1920w.png');"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/15-319756c8-1920w.png" alt="" onerror="handleImageLoadError(this)"/></div> 
2061</a> 
2062 <div class="postTextContainer"> <div class="postText clearfix"> <div class="postTitle" data-auto="blog-post-title"> <h3> <a dont-color-link="true" href="/field-supervision-matters-high-impact-coaching-feedback-matters-even-more" data-blog-post-alias="field-supervision-matters-high-impact-coaching-feedback-matters-even-more">Field Supervision Matters. High-Impact Coaching &amp; Feedback Matters Even More.</a> 
2063</h3> 
2064</div> 
2065 <div class="authorBar" data-auto="blog-author-bar"> <span>By EdPrep Partners</span> 
2066 <span>&bull;</span> 
2067 <span>April 5, 2025</span> 
2068</div> 
2069 <div class="postDescription" data-auto="blog-post-description">Field Supervision Matters. High-Impact Coaching &amp; Feedback Matters Even More.                                                                                        Focusing on What Matters Most for Candidate Readiness                                                                                                            Every child deserves an excellent educator. Let&rsquo;s give them one.                                                                                                            During my time at                                  Teaching Excellence at YES Prep Public Schools                                               as an instructional coach and program leader, we were relentless about quality coaching &amp; feedback for teacher candidates. We applied the same principles we used in coaching teachers to the feedback we provided to one another as coaches and leaders. Every observation and coaching cycle was hyper-focused on developing candidates and moving them along a structured developmental trajectory.                                              There wasn&rsquo;t a moment or opportunity wasted.                                                                                                            We drew heavily from the work of coaching experts like Jim Knight, Elena Aguilar, and Paul Bambrick-Santoyo&mdash;ensuring our coaching was:                                                                   Focused                                     , with clear criteria and modeling.                                                           Immediately actionable                                                   by the candidate.                                                                                      Tied to                                                  clear developmental goals                                     .                                                                                                                                     Andrew Kwok's                                              recent article in Education Week                                               reinfor
2069ces something we already knew: Field supervisors are critical, but often overlooked, players in candidate development. His article highlights that effective supervision isn&rsquo;t just about providing feedback; it&rsquo;s about providing the right feedback, at the right time, in a targeted and actionable way. That&rsquo;s when feedback becomes &ldquo;quality.&rdquo;                                                                                                                        Why So Many Programs Struggle                                                                                        Despite the progress made by programs and states adopting coaching models like the                                  Texas Instructional Leadership (TIL) Initiative                                               , too many programs still struggle to implement these processes consistently. It comes down to                                              operationalization                                  .                                                                                                            Far too often, programs lack systems and structures that promote consistent development, implementation, and progress monitoring of coaching and feedback processes. This leads to inconsistency in the quality of feedback provided by coursework faculty and field supervisors.                                                                                                            What&rsquo;s Needed                                                                                                     Shared Vision &amp; Coherent Program Design:                                                   Programs must establish a stakeholder-driven vision that aligns coursework, clinical experiences, and feedback cycles to create seamless candidate development trajectories​.                                                                        Shared Instructional Frameworks:                                                   Faculty, supervisors, and mentor teachers must model and reinforce consistent instructional expectations across all candidate experiences, this includes                                                  both                                                   the instructional expectations for candidates (e.g. pedagogical practices, content-pedagogy practices)                                                  and                                                   teacher educator practices (e.g. coaching &amp; feedback practices, labeling, modeling, establishing criteria, rehearsals, etc.)​.                                                                        Structured Coaching &amp; Feedback Cycles:                                                   High-impact observation and coaching models are essential to ensuring candidates receive consistent, evidence-based, and timely feedback that drives their growth​.                                                                                                                                                                                           EdPrep Partners&rsquo; Approach                                                                                        At EdPrep Partners, we help educator preparation programs build emulatable, effective, and streamlined systems and structures that ensure every teacher educator&mdash;whether coursework faculty or clinical/field supervisors&mdash;provides quality oral &amp; written feedback via structured observations &amp; coaching cycles. These systems do not need to be complicated, rather effective and consistent.                                                                                                                         Our                                              EPP Performance Framework                                               and                                              14 Levers for Quality Teacher Preparation                                               provide a comprehensive roadmap for strengthening teacher educator practices, enhancing coherence, and embedding sustainable systems for continuous improvement​.                                                                  If you haven&rsquo;t already, be sure to read Andrew Kwok&rsquo;s article in Education Week here:                                  Preservice Teachers 
2069Need Better Feedback. Here&rsquo;s How                                  .                                                                                                                                                                  Let&rsquo;s make teacher preparation better together.</div> 
2070</div> 
2071 <div class="readMore" data-auto="blog-read-more"> <a dont-color-link="true" href="/field-supervision-matters-high-impact-coaching-feedback-matters-even-more"></a> 
2072</div> 
2073</div> 
2074</div> 
2075</div> 
2076</div> 
2077</div> 
2078</div> 
2079</div> 
2080</div> 
2081</div> 
2082</div> 
2083</div> 
2084</div> 
2085 <div class="dmFooterContainer"> <div id="fcontainer" class="u_fcontainer f_hcontainer dmFooter p_hfcontainer"> <div dm:templateorder="250" class="dmFooterResp generalFooter" id="1943048428"> <div class="u_1634281106 dmRespRow fullBleedChanged fullBleedMode" style="text-align: center;" id="1634281106"> <div class="dmRespColsWrapper" id="1660044154"> <div class="u_1717613156 dmRespCol small-12 medium-12 large-12" id="1717613156"> <div class="u_1150930812 imageWidget align-center" data-widget-type="image" id="1150930812" data-element-type="image"> <a href="/" id="1158683139" file="false"><img src="https://irp.cdn-website.com/9beebeba/dms3rep/multi/opt/edprepR+copy-1920w.png" id="1452979129" class="" data-dm-image-path="https://irp.cdn-website.com/9beebeba/dms3rep/multi/edprepR+copy.png" width="330" height="168" onerror="handleImageLoadError(this)"/></a> 
2086</div> 
2087 <div class="u_1462816617 dmNewParagraph" data-element-type="paragraph" data-version="5" id="1462816617" data-styletopreserve="{" background-image":""}"=""><p class="text-align-center m-size-13"><strong style="font-weight: 400; display: unset; color: var(--color_1);" class="m-font-size-13">EdPrep Partners is a 501(c)(3) nonprofit organization dedicated to advancing high-quality teacher preparation nationwide.</strong><span style="display: initial;"><br/></span></p></div> 
2088 <div class="u_1863801445 align-center text-align-center dmSocialHub gapSpacing" id="1863801445" dmle_extension="social_hub" data-element-type="social_hub" wr="true" networks="" icon="true" surround="true" adwords=""> <div class="socialHubWrapper"> <div class="socialHubInnerDiv " data-auto="social-hub-inner"> <a href="mailto:[email protected]" dm_dont_rewrite_url="true" aria-label="email" onclick="dm_gaq_push_event &amp;&amp; dm_gaq_push_event(&apos;socialLink&apos;, &apos;click&apos;, &apos;Email&apos;)"> <span class="dmSocialEmail dm-social-icons-email oneIcon socialHubIcon style5" aria-hidden="true" data-hover-effect=""></span> 
2089</a> 
2090 <a href="https://www.linkedin.com/company/edprep-partners/" target="_blank" dm_dont_rewrite_url="true" aria-label="linkedin" onclick="dm_gaq_push_event &amp;&amp; dm_gaq_push_event(&apos;socialLink&apos;, &apos;click&apos;, &apos;Linkedin&apos;)"> <span class="dmSocialLinkedin icon-linkedin oneIcon socialHubIcon style5" aria-hidden="true" data-hover-effect=""></span> 
2091</a> 
2092</div> 
2093</div> 
2094</div> 
2095</div> 
2096</div> 
2097</div> 
2098 <div class="u_1859952573 dmRespRow" id="1859952573"> <div class="dmRespColsWrapper" id="1945674976"> <div class="dmRespCol large-12 medium-12 small-12" id="1644209926"> <div class="dmDividerWrapper clearfix u_1794418113" data-element-type="dDividerId" data-layout="divider-style-1" data-widget-version="2" id="1794418113"><hr class="dmDivider" style="border-width:2px; border-top-style:solid; color:grey;" id="1001415204"/></div> 
2099</div> 
2100</div> 
2101</div> 
2102 <div class="dmRespRow u_1777709964" id="1777709964"> <div class="dmRespColsWrapper" id="1276739925"> <div class="dmRespCol large-12 medium-12 small-12" id="1115223719"> <div class="u_1878843279 widget-1f5975 dmCustomWidget" data-lazy-load="" data-title="" id="1878843279" dmle_extension="custom_extension" data-element-type="custom_extension" icon="false" surround="false" data-widget-id="1f5975986930429f819d4cd2154b5c4a" data-widget-version="25" data-widget-config="eyJyZXZlcnNlRmxhZyI6bnVsbCwiY29weXJpZ2h0VGV4dCI6IjxwIGNsYXNzPVwicnRlQmxvY2tcIj5FZFByZXAgUGFydG5lcnMuIEFsbCByaWdodHMgcmVzZXJ2ZWQuIHwgTm9ucHJvZml0IG9yZ2FuaXphdGlvbiBkZWRpY2F0ZWQgdG8gZXhjZWxsZW5j
2102ZSBpbiB0ZWFjaGVyIHByZXBhcmF0aW9uLjwvcD4ifQ=="> <div class="copyright"> <div>&copy; 2026&nbsp;</div> 
2103 <div><p class="rteBlock">EdPrep Partners. All rights reserved. | Nonprofit organization dedicated to excellence in teacher preparation.</p></div> 
2104</div> 
2105</div> 
2106</div> 
2107</div> 
2108</div> 
2109</div> 
2110 <div id="1236746004" dmle_extension="powered_by" data-element-type="powered_by" icon="true" surround="false"></div> 
2111</div> 
2112</div> 
2113</div> 
2114</div> 
2115</div> 
2116</div> 
2117</div> 
2118</div> 
2119</div> 
2120
2121    </div>
2122</div>
2123<!--  Add full CSS and Javascript before the close tag of the body if needed -->
2124
2125
2126
2127
2128
2129
2130
2131
2132
2133
2134
2135
2136
2137
2138
2139
2140
2141
2142
2143
2144
2145
2146
2147
2148
2149
2150
2151
2152
2153
2154
2155
2156
2157
2158
2159
2160
2161
2162<!-- ========= JS Section ========= -->
2163<script>
2164    var isWLR = true;
2165
2166    window.customWidgetsFunctions = {};
2167    window.customWidgetsStrings = {};
2168    window.collections = {};
2169    window.currentLanguage = "ENGLISH"
2170    window.isSitePreview = false;
2171</script>
2171
2172
2173
2174
2175<script>
2176    window.customWidgetsFunctions["1f5975986930429f819d4cd2154b5c4a~25"] = function (element, data, api) {
2177        null
2178    };
2179</script>
2179
2180
2181
2182<script type="text/javascript">
2183
2184    var d_version = "production_6813";
2185    var build = "2026-09-30T12_48_50";
2186    window['v' + 'ersion'] = d_version;
2187
2188    function buildEditorParent() {
2189        window.isMultiScreen = true;
2190        window.editorParent = {};
2191        window.previewParent = {};
2192        window.assetsCacheQueryParam = "?version=2026-09-30T12_48_50";
2193        try {
2194            var _p = window.parent;
2195            if (_p && _p.document && _p.$ && _p.$.dmfw) {
2196                window.editorParent = _p;
2197            } else if (_p.isSitePreview) {
2198                window.previewParent = _p;
2199            }
2200        } catch (e) {
2201
2202        }
2203    }
2204
2205    buildEditorParent();
2206</script>
2206
2207
2208
2209<!-- Load jQuery -->
2210
2211<script type="text/javascript" id='d-js-jquery'
2212        src="https://static.cdn-website.com/libs/jquery/jquery-3.7.0.min.js"></script>
2212
2213
2214<!-- End Load jQuery -->
2215
2216
2217<!-- Injecting site-wide before scripts -->
2218
2219<!-- End Injecting site-wide to the head -->
2220
2221
2222
2223<script>
2224    var _jquery = window.$;
2225
2226    var jqueryAliases = ['$', 'jquery', 'jQuery'];
2227
2228    jqueryAliases.forEach((alias) => {
2229        Object.defineProperty(window, alias, {
2230            get() {
2231                return _jquery;
2232            },
2233            set() {
2234                console.warn("Trying to over-write the global jquery object!");
2235            }
2236        });
2237    });
2238    window.jQuery.migrateMute = true;
2239</script>
2239
2240
2241
2242
2243
2244<script>
2245    window.cookiesNotificationMarkupPreview = 'null';
2246</script>
2246
2247
2248<!-- HEAD RT JS Include -->
2249<script id='d-js-params'>
2250    window.INSITE = window.INSITE || {};
2251    window.INSITE.device = "desktop";
2252
2253    window.rtCommonProps = {};
2254    rtCommonProps["rt.ajax.ajaxScriptsFix"] =true;
2255    rtCommonProps["rt.pushnotifs.sslframe.encoded"] = 'aHR0cHM6Ly97c3ViZG9tYWlufS5wdXNoLW5vdGlmcy5jb20=';
2256    rtCommonProps["runtimecollector.url"] = 'https://rtc.multiscreensite.com';
2257    rtCommonProps["performance.tabletPreview.removeScroll"] = 'false';
2258    rtCommonProps["inlineEditGrid.snap"] =true;
2259    rtCommonProps["popup.insite.cookie.ttl"] = '0.5';
2260    rtCommonProps["rt.pushnotifs.force.button"] =true;
2261    rtCommonProps["common.mapbox.token"] = 'pk.eyJ1IjoiZGFubnliMTIzIiwiYSI6ImNqMGljZ256dzAwMDAycXBkdWxwbDgzeXYifQ.Ck5P-0NKPVKAZ6SH98gxxw';
2262    rtCommonProps["common.mapbox.js.override"] =false;
2263    rtCommonProps["common.here.appId"] = 'iYvDjIQ2quyEu0rg0hLo';
2264    rtCommonProps["common.here.appCode"] = '1hcIxLJcbybmtBYTD9Z1UA';
2265    rtCommonProps["isCoverage.test"] =false;
2266    rtCommonProps["ecommerce.ecwid.script"] = 'https://app.multiscreenstore.com/script.js';
2267    rtCommonProps["common.resources.dist.cdn"] =true;
2268    rtCommonProps["common.build.dist.folder"] = 'production/6813';
2269    rtCommonProps["common.resources.cdn.host"] = 'https://static.cdn-website.com';
2270    rtCommonProps["common.resources.folder"] = 'https://static.cdn-website.com/mnlt/production/6813';
2271    rtCommonProps["common.fonts.api.v2.url"] = 'https://irp.cdn-website.com/fonts/css2?family=';
2272    rtCommonProps["feature.flag.runtime.backgroundSlider.preload.slowly"] =true;
2273    rtCommonProps["feature.flag.runtime.newAnimation.enabled"] =true;
2274    rtCommonProps["feature.flag.runtime.newAnimation.jitAnimation.enabled"] =true;
2275    rtCommonProps["feature.flag.sites.google.analytics.gtag"] =true;
2276    rtCommonProps["feature.flag.runOnReadyNewTask"] =true;
2277    rtCommonProps["isAutomation.test"] =false;
2278    rtCommonProps["booking.cal.api.domain"] = 'api.cal.com';
2279
2280    
2281    rtCommonProps['common.mapsProvider'] = 'mapbox';
2282    
2283    rtCommonProps['common.mapsProvider.version'] = '0.52.0';
2284    rtCommonProps['common.geocodeProvider'] = 'mapbox';
2285    rtCommonProps['server.for.resources'] = '';
2286    rtCommonProps['feature.flag.lazy.widgets'] = true;
2287    rtCommonProps['feature.flag.single.wow'] = false;
2288    rtCommonProps['feature.flag.disallowPopupsInEditor'] = true;
2289    rtCommonProps['feature.flag.mark.anchors'] = true;
2290    rtCommonProps['captcha.public.key'] = '6LffcBsUAAAAAMU-MYacU-6QHY4iDtUEYv_Ppwlz';
2291    rtCommonProps['captcha.invisible.public.key'] = '6LeiWB8UAAAAAHYnVJM7_-7ap6bXCUNGiv7bBPME';
2292    rtCommonProps["images.sizes.small"] =160;
2293    rtCommonProps["images.sizes.mobile"] =640;
2294    rtCommonProps["images.sizes.tablet"] =1280;
2295    rtCommonProps["images.sizes.desktop"] =1920;
2296    rtCommonProps["modules.resources.cdn"] =true;
2297    rtCommonProps["import.images.storage.imageCDN"] = 'https://irp.cdn-website.com/';
2298    rtCommonProps["feature.flag.runtime.inp.threshold"] =150;
2299    rtCommonProps["feature.flag.performance.logs"] =false;
2300    rtCommonProps["site.widget.form.captcha.type"] = 'g_recaptcha';
2301    rtCommonProps["friendly.captcha.site.key"] = 'FCMGSQG9GVNMFS8K';
2302    rtCommonProps["cookiebot.mapbox.consent.category"] = 'marketing';
2303    rtCommonProps["termly.mapbox.consent.category"] = 'performance';
2304    // feature flags that's used out of runtime module (in  legacy files)
2305    rtCommonProps["platform.monolith.personalization.dateTimeCondition.popupMsgAction.moveToclient.enabled"] =true;
2306
2307    window.rtFlags = {};
2308    rtFlags["unsuspendEcwidStoreOnRuntime.enabled"] =true;
2309    rtFlags["scripts.widgetCount.enabled"] =true;
2310    rtFlags["fnb.animations.tracking.enabled"] =true;
2311    rtFlags["ecom.ecwidNewUrlStructure.enabled"] = false;
2312    rtFlags["ecom.ecwid.accountPage.emptyBaseUrl.enabled"] = true;
2313    rtFlags["ecom.ecwid.accountPage.repeatOrderRedirect.enabled"] = false;
2314    rtFlags["ecom.ecwid.pages.links.disable.listeners"] = true;
2315    rtFlags["ecom.ecwid.oldStore.keepScrollOnLoad.enabled"] = true;
2316    rtFlags["ecom.ecwid.storefrontV3.enabled"] = false;
2317    rtFlags["ecom.monolith.legacy.js.api.disabled.for.new.sites"] = false;
2318    rtFlags["geocode.search.localize"] =false;
2319    rtFlags["feature.flag.runtime.newAnimation.asyncInit.setTimeout.enabled"] =false;
2320    rtFlags["twitter.heightLimit.enabled"] = true;
2321    rtFlags["runtime.lottieOverflow"] =false;
2322    rtFlags["runtime.monitoring.sentry.ignoreErrors"] = "";
2323    rtFlags["streamline.monolith.personalization.supportMultipleConditions.enabled"] =false;
2324    rtFlags["flex.animation.design.panel.layout"] =true;
2325    rtFlags["runtime.cwv.report.cls.enabled"] =false;
2326    rtFlags["runtime.cwv.report.lcp.enabled"] =false;
2327    rtFlags["runtime.lcp.preload.selfheal.enabled"] =true;
2328    rtFlags["runtime.lcp.preload.bootstrap.enabled"] =true;
2329    rtFlags["runtime.lcp.preload.monitor.enabled"] =true;
2330    rtFlags["runtime.customwidget.heightpin.enabled"] =true;
2331    rtFlags["runtime.video.widget.lazy.enabled"] =true;
2332    rtFlags["contact.form.useActiveForm"] =true;
2333    rtFlags["contact.form.custom.errors.enabled"] =true;
2334    rtFlags["runtime.ssr.productStore.internal.observer"] =true;
2335    rtFlags["runtime.ssr.productCustomizations"] 
2335=true;
2336    rtFlags["runtime.ssr.runtime.filter-sort.newFilterSortWidgetWithOptions.enabled"] =true;
2337    rtFlags["runtime.ssr.ssrSlider.jumpThreshold.enabled"] =true;
2338    rtFlags["editor.widget.form.a11y"] =true;
2339</script>
vendor: 1 bytes, line 2339
2339
2340<script src="https://static.cdn-website.com/mnlt/production/6813/_dm/s/rt/dist/scripts/d-js-one-runtime-unified-desktop.min.js"  id="d-js-core"></script>
2340
2341
2342<!-- End of HEAD RT JS Include -->
2343
2344
2345
2346
2347
2348
2349
2350
2351
2352
2353
2354    
2354<script src="https://static.cdn-website.com/mnlt/production/6813/_dm/s/rt/dist/scripts/d-js-jquery-migrate.min.js" ></script>
2354
2355
2356
2357
2358
2359
2360<script>
2361    
2362    $(window).bind("orientationchange", function (e) {
2363        $.layoutManager.initLayout();
2364        
2365    });
2366    $(document).resize(function () {
2367        
2368    });
2369</script>
2369
2370
2371
2372
2373
2374
2375
2376
2377
2378
2379
2380
2381
2382
2383
2384
2385
2386
2387
2388
2389<script type="text/javascript" id="d_track_sp">
2390    ;(function(p,l,o,w,i,n,g){if(!p[i]){p.GlobalSnowplowNamespace=p.GlobalSnowplowNamespace||[];
2391        p.GlobalSnowplowNamespace.push(i);p[i]=function(){(p[i].q=p[i].q||[]).push(arguments)
2392        };p[i].q=p[i].q||[];n=l.createElement(o);g=l.getElementsByTagName(o)[0];n.async=1;
2393        n.src=w;g.parentNode.insertBefore(n,g)}}(window,document,"script","//d32hwlnfiv2gyn.cloudfront.net/sp-2.0.0-dm-0.1.min.js","snowplow"));
2394    window.dmsnowplow  = window.snowplow;
2395
2396    dmsnowplow('newTracker', 'cf', 'd32hwlnfiv2gyn.cloudfront.net', { // Initialise a tracker
2397        appId: '9beebeba'
2398    });
2399
2400    // snowplow queries element styles so we wait until CSS calculations are done.
2401    requestAnimationFrame(() => {
2402        dmsnowplow('trackPageView');
2403        _dm_insite.forEach((rule) => {
2404            // Specifically in popup only the client knows if it is shown or not so we don't always want to track its impression here
2405            // the tracking is in popup.js
2406            if (rule.actionName !== "popup") {
2407                dmsnowplow('trackStructEvent', 'insite', 'impression', rule.ruleType, rule.ruleId);
2408            }
2409            window?.waitForDeferred?.('dmAjax', () => {
2410                $.DM.events.trigger('event-ruleTriggered', {value: rule});
2411            });
2412        });
2413    });
2414</script>
2414
2415
2416
2417
2418<div style="display:none;" id="P6iryBW0Wu"></div>
2419
2420<!-- photoswipe markup -->
2421
2422
2423
2424
2425
2426
2427
2428
2429
2430<!-- Root element of PhotoSwipe. Must have class pswp. -->
2431<div class="pswp" tabindex="-1" role="dialog" aria-hidden="true">
2432
2433    <!-- Background of PhotoSwipe. 
2434         It's a separate element as animating opacity is faster than rgba(). -->
2435    <div class="pswp__bg"></div>
2436
2437    <!-- Slides wrapper with overflow:hidden. -->
2438    <div class="pswp__scroll-wrap">
2439
2440        <!-- Container that holds slides. 
2441            PhotoSwipe keeps only 3 of them in the DOM to save memory.
2442            Don't modify these 3 pswp__item elements, data is added later on. -->
2443        <div class="pswp__container">
2444            <div class="pswp__item"></div>
2445            <div class="pswp__item"></div>
2446            <div class="pswp__item"></div>
2447        </div>
2448
2449        <!-- Default (PhotoSwipeUI_Default) interface on top of sliding area. Can be changed. -->
2450        <div class="pswp__ui pswp__ui--hidden">
2451
2452            <div class="pswp__top-bar">
2453
2454                <!--  Controls are self-explanatory. Order can be changed. -->
2455
2456                <div class="pswp__counter"></div>
2457
2458                <button class="pswp__button pswp__button--close" data-auto="pswp-close" title="Close (Esc)"></button>
2459
2460                <button class="pswp__button pswp__button--share" data-auto="pswp-share" title="Share"></button>
2461
2462                <button class="pswp__button pswp__button--fs" title="Toggle fullscreen"></button>
2463
2464                <button class="pswp__button pswp__button--zoom" title="Zoom in/out"></button>
2465
2466                <!-- Preloader demo http://codepen.io/dimsemenov/pen/yyBWoR -->
2467                <!-- element will get class pswp__preloader--active when preloader is running -->
2468                <div class="pswp__preloader">
2469                    <div class="pswp__preloader__icn">
2470                      <div class="pswp__preloader__cut">
2471                        <div class="pswp__preloader__donut"></div>
2472                      </div>
2473                    </div>
2474                </div>
2475            </div>
2476
2477            <div class="pswp__share-modal pswp__share-modal--hidden pswp__single-tap">
2478                <div class="pswp__share-tooltip"></div> 
2479            </div>
2480
2481            <button class="pswp__button pswp__button--arrow--left" title="Previous (arrow left)">
2482            </button>
2483
2484            <button class="pswp__button pswp__button--arrow--right" title="Next (arrow right)">
2485            </button>
2486
2487            <div class="pswp__caption">
2488                <div class="pswp__caption__center"></div>
2489            </div>
2490
2491        </div>
2492
2493    </div>
2494
2495</div>
2496<div id="fb-root"
2497        data-locale="en"></div>
2498<!-- Alias: 9beebeba -->
2499<div class="dmPopupMask" id="dmPopupMask"></div>
2500<div id="dmPopup" class="dmPopup" data-auto="popup">
2501	<div class="dmPopupCloseWrapper"> <div class="dmPopupClose dm-common-icons-close oneIcon" data-auto="popup-close" onclick="dmHidePopup(event);"></div> </div>
2502 	<div class="dmPopupTitle"> <span></span> Share by:</div> 
2503	<div class="data"></div>
2504</div>
2504<script id="d_track_personalization">
2505	window?.waitForDeferred?.('dmAjax', () => {
2506		// Collects client data and updates cookies used by smart sites
2507		window.expireDays = 365;
2508		window.visitLength = 30 * 60000;
2509		$.setCookie("dm_timezone_offset", (new Date()).getTimezoneOffset(), window.expireDays);
2510			setSmartSiteCookiesInternal("dm_this_page_view","dm_last_page_view","dm_total_visits","dm_last_visit");
2511	});
2512</script>
vendor: 1 bytes, line 2512
2512
2513<script type="text/javascript">
2514    
2515    Parameters.NavigationAreaParams.MoreButtonText = 'MORE';
2516    
2517    Parameters.NavigationAreaParams.LessButtonText = 'LESS';
2518    Parameters.HomeLinkText = 'Home';
2519    </script>
2519
2520<!--  End Script tags -->
2521<!--  Site Wide Html Markup -->
2522<!--  Site Wide Html Markup -->
2523</body>
2524</html>

Line numbers count LF bytes from the start of the resource, as the search results do. Vendor segments are library code the classifier recognised; they are stored but not indexed. Bytes are shown as Latin1 characters, one per byte.