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2020-08-01
WestEd;
Educators and policymakers across the United States recognize a growing urgency to improve the nation's systems of teacher preparation. Ensuring that teachers stay and thrive in the profession depends largely on having system-wide policies and practices in place that address teacher shortages, promote equity and excellence, and cultivate expertise, diversity, and more.The California State University (CSU) system partnered with the S.D. Bechtel, Jr. Foundation to launch the New Generation of Educators Initiative (NGEI), in an effort to transform the nature and quality of teacher preparation at both individual CSU campuses and across the CSU system as a whole. To answer the question, "What does it take to transform teacher education?" WestEd and SRI International conducted an evaluation to examine and share learnings about the CSU-led effort to implement large-scale clinically oriented teacher preparation reform.As part of a series of new evaluation reports that explore key transformational elements of effective teacher preparation programs, this paper reviews the evolution of a system of support for NGEI campuses that included targeted grant requirements, coaching and technical assistance, and a learning community to help partnerships share problems of practice. The following levers supported NGEI campuses to undergo rapid transformation, while implementing reforms in systematic, sustainable, and context-specific ways:Lever 1: Balance grant requirements with flexibility and responsive supportLever 2: Customize technical assistance support to meet partnership needsLever 3: Embed opportunities for cross-networked learning and collaboration
2020-10-20
Funder and Evaluator Affinity Network;
What will it take for evaluators of color to flourish in the evaluation ecosystem? Our Action Team set out to answer this question, reviewing research and exchanging perspectives across our members, which included evaluators of color and white evaluators, representing foundations, evaluation firms, and pathway programs.The recent civil uprisings and the disparate impact of the COVID-19 pandemic on communities of color have thrown into stark relief the need for more equitable systems throughout American society. As philanthropy strives to address that need, it is imperative to make evaluation a tool "for and of equity" as called for by the Equitable Evaluation Initiative. Funders, evaluation firms, and pathway programs each have an important role to play in cultivating an ecosystem that is more inclusive of diverse perspectives and lived expertise.While our work is situated in a broader landscape and perspective, this document focuses on systemic challenges evaluators of color face in their educational and career pathways. We draw attention to common practices in the field of philanthropy that have negative consequences for evaluators of color and provide early-stage ideas on mitigating strategies and processes. The ideas are organized around three key stakeholders:FundersFoundation staff in evaluation and learning roles as well as program staff who work directly with evaluators.Evaluation FirmsSmall to mid-size evaluation firms are the focus here, although ideas may also apply to larger academic institutions and research centers.Pathway ProgramsProfessional development programs which support evaluators of color through mentorship, internship, job placement, contracting, and networking.We recognize and state plainly that the challenges and barriers evaluators of color face are systemic and deeply rooted in our culture and society. They are products of a longstanding history of discriminatory practices, policies, and narratives. We share ideas and recommendations that may begin to mitigate these challenges, while honoring the fact that creating a truly equitable field goes well beyond the solutions we offer here. We seek to identify immediate and actionable steps that can be taken now while recognizing there is broader work to be done, and conversations to be had, to dismantle white-dominant culture and practices within philanthropy and evaluation.
2020-11-01
Toronto Foundation;
The Toronto Fallout Report captures seven months in the life of the COVID-19 pandemic in Toronto. This report applies an equity lens to data, issues and the analysis of the research. It documents the disproportionate impacts of COVID-19 on marginalized populations and the organizations that serve them. At the same time, it surfaces the knowledge and expertise of community leaders whose lived and professional experiences shed light on the fallout from the pandemic. Their perspectives and leadership will point the way to a more fair and just social and economic recovery in Toronto.
2020-10-01
J. Paul Getty Trust;
Los Angeles is one of the most culturally diverse cities in the world, yet staff at its museums and visual arts organizations does not reflect this racial and ethnic diversity. To address this situation, the Getty Foundation created a large-scale internship program in 1993 that continues to this day. This impact report reveals how Getty Marrow internships are changing the field, influencing professionals from underrepresented groups to pursue careers in museums and visual arts organizations and inspiring a lasting interest in the arts.
2020-10-01
J. Paul Getty Trust;
Los Angeles County is one of the most diverse places in the country, yet this diversity is often not mirrored in the professional staff of its museums and visual arts organizations. For nearly 30 years, the Getty Foundation has been addressing this problem by funding paid summer internships for college students from underrepresented groups through the Getty Marrow Undergraduate Internship program. This report shares data on the impact of the internship program from alumni surveys, grant application demographics, and recent alumni interviews, as well as insights for arts organizations and other funders who are supporting greater diversity, equity, and inclusion in the nation's museums and cultural institutions.
2020-04-01
California State University System;
The focus of the New Generation of Educators Initiative (NGEI) was to answer the question "What would it take to transform teacher education?" From 2016 to 2019, with support from the S. D. Bechtel, Jr. Foundation, teacher education programs at 10 California State University (CSU) campuses partnered with local school districts to design and demonstrate innovative practices that could transform teacher preparation. This report documents the learnings from multiple participants in this transformative work, including Foundation program staff and representatives from partnerships between universities and school districts.
2020-08-01
WestEd;
Educators and policymakers across the United States recognize a growing urgency to improve the nation's systems of teacher preparation. Ensuring that teachers stay and thrive in the profession depends largely on having system-wide policies and practices in place that address teacher shortages, promote equity and excellence, and cultivate expertise, diversity, and more.The California State University (CSU) system partnered with the S.D. Bechtel, Jr. Foundation to launch the New Generation of Educators Initiative (NGEI), in an effort to transform the nature and quality of teacher preparation at both individual CSU campuses and across the CSU system as a whole. To answer the question, "What does it take to transform teacher education?" WestEd and SRI International conducted an evaluation to examine and share learnings about the CSU-led effort to implement large-scale clinically oriented teacher preparation reform.As part of a series of new evaluation reports that explore key transformational elements of effective teacher preparation programs, this paper addresses how programs can expand their capacity to use data for continuous improvement through the following levers:Lever 1: Develop data sources that can inform improvement effortsLever 2: Delineate clear roles to support continuous improvementLever 3: Build an infrastructure for efficient data entry and analysisLever 4: Establish a culture of improvement through routines for data review and use
2020-08-01
WestEd;
Educators and policymakers across the United States recognize a growing urgency to improve the nation's systems of teacher preparation. Ensuring that teachers stay and thrive in the profession depends largely on having system-wide policies and practices in place that address teacher shortages, promote equity and excellence, and cultivate expertise, diversity, and more.The California State University (CSU) system partnered with the S.D. Bechtel, Jr. Foundation to launch the New Generation of Educators Initiative (NGEI), in an effort to transform the nature and quality of teacher preparation at both individual CSU campuses and across the CSU system as a whole. To answer the question, "What does it take to transform teacher education?" WestEd and SRI International conducted an evaluation to examine and share learnings about the CSU-led effort to implement large-scale clinically oriented teacher preparation reform.As part of a series of new evaluation reports that explore key transformational elements of effective teacher preparation programs, this paper identifies key levers to put high-quality clinical experience - that is, the opportunity to practice the work of teaching in classrooms - at the center of teacher preparation. Findings in this report explore the following high-leverage strategies to strengthen the clinical orientation of teacher preparation programs:Lever 1: Identify prioritized skillsLever 2: Select or create a rubric to assess candidate proficiency with prioritized skillsLever 3: Integrate and expand opportunities to practice prioritized skillsLever 4: Re-conceptualize clinical roles, selection, and supportLever 5: Define and implement processes to provide formative feedback to candidates on prioritized skills
2020-08-01
WestEd;
Educators and policymakers across the United States recognize a growing urgency to improve the nation's systems of teacher preparation. Ensuring that teachers stay and thrive in the profession depends largely on having system-wide policies and practices in place that address teacher shortages, promote equity and excellence, and cultivate expertise, diversity, and more.The California State University (CSU) system partnered with the S.D. Bechtel, Jr. Foundation to launch the New Generation of Educators Initiative (NGEI), in an effort to transform the nature and quality of teacher preparation at both individual CSU campuses and across the CSU system as a whole. To answer the question, "What does it take to transform teacher education?" WestEd and SRI International conducted an evaluation to examine and share learnings about the CSU-led effort to implement large-scale clinically oriented teacher preparation reform.As part of a series of new evaluation reports that explore key transformational elements of effective teacher preparation programs, this paper describes how participating CSU campuses and their partner school districts strengthened their relationships and developed strategic partnerships to establish the necessary foundations for high-quality, clinically oriented programming.This paper identifies four levers that can be operationalized in order to sustain strong partnerships between stakeholders:Lever 1: Create and operationalize a shared visionLever 2: Identify key rolesLever 3: Ensure space and time to collaborateLever 4: Share data to identify needs and monitor progress
2020-04-20
How Kids Learn Foundation;
Temescal Associates issued a survey on March 25, 2020. As of March 28th, 69 responses were received from which a summary of the preliminary responses was compiled. Includes a narrative summary, detailed charts and listings of the responses.
2020-03-11
Journal of Youth Development;
In this article, Deborah Moroney and Jill Young from the American Institutes for Research interview Rebecca Goldberg and Alex Hooker, senior program officers from the S. D. Bechtel, Jr. Foundation. Rebecca and Alex describe their experience as members of the youth development workforce and how that experience inspired them to support the youth development workforce on the grantmaking side, focusing on adult practice and youth character development. As the S. D. Bechtel, Jr. Foundation sunsets in 2020, Rebecca and Alex also share their hopes for the youth development workforce going forward.
2020-01-01
S. D. Bechtel, Jr. Foundation;
Through the New Generation of Educators Initiative, the S. D. Bechtel, Jr. Foundation invested more than $20 million across six years, 2014 to 2019, to support high-quality preparation for new teachers in California. This preparation included a focus on instruction aligned to the state's new academic standards for math and science.The Foundation directed its investment to the California State University (CSU). The CSU system comprises 23 campuses that collectively prepare more than 50 percent of the state's teacher workforce for K-12 education -- and about 10 percent of the nation's teachers.The overarching goal was to demonstrate improved practices that prepare new teachers for success on their first day in the classroom, to scale and sustain these improvements across the CSU system, and to inform and influence the approaches used by other teacher preparation program providers as well as funders and policymakers supporting their efforts.
