The Mathematics Teacher Education Partnership (MTE-Partnership) was convened by APLU’s Science and Mathematics Teaching Imperative (SMTI) in early 2012 and has adopted the Networked Improvement Community Model developed by the Carnegie Foundation for the Advancement of Teaching.
Seven National Conferences: to organize the work of the Partnership. The most recent annual conference held in Denver in June 2018 was attended by more than 90 members from 30 teams. Guiding Principles for Secondary Mathematics Teacher Preparation, a foundational document prepared with intensive input from the membership. A set of white papers describing key problems in secondary mathematics preparation drawn from the Guiding Principles; they are currently being edited into a monograph. Five Research Action Clusters (RACs), each including participation by multiple partnership teams, were organized in Fall 2013 to develop solutions to particular problems in secondary mathematics teacher preparation identified in the white papers. The Partnership employs the Networked Improvement Community design developed by the Carnegie Foundation for the Advancement of Teaching. These RACs address: (a) clinical experiences of candidates; (b) mathematical experiences of candidates (and others) in introductory mathematics courses; (c) particular mathematical needs of future mathematics teachers; (d) recruitment and retention of candidates; and (e) retention of new graduates in the field. And finally, two working groups help bring the work of the RACs and MTE-Partnership together:
Equity and Social Justice Working Group, and Transformations Working Group.
A major focus for the MTE-Partnership is the work of the RACs. Institutions within each RAC are developing, testing, and refining solutions in their area of work, generally following the Plan-Do-Study-Act (PDSA) model. As they are able to demonstrate success, solutions developed by each RAC are being made available to additional teams for extended testing, noting any adaptations that may be necessary to address the local context. Note that the development model is based on improvement science techniques, utilizing the power of the network—thus, this is a “networked improvement community” design.