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MTE-P

About Us

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.

  • Our Goals
    The MTE-Partnership aims to build a national dialogue around guiding principles for the preparation of mathematics teachers; promote partnerships among all sectors throughout the teacher development process, with a focus on promoting institutional change; develop and coordinate a networked research and development agenda; serve as a clearinghouse for model programs and practices; and advocate for change at university, state and national levels. The MTE-Partnership goals are well-aligned with the 2017 Standards for Preparing Teachers of Mathematics (Association of Mathematics Teacher Educators)
  • What We've Done

    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.

  • Next Steps
    The Partnership is beginning to focus on how to support teams in undertaking broad-scale program transformation of teacher preparation, incorporating the products and approaches developed by the RACs across multiple dimensions of improvement (Transformations Working Group). There is also an increased focus on infusing equity and social justice throughout our transformation efforts. Meanwhile, the RACs are continuing to expand their scope of work to include additional teams in the testing of the products and approaches they are developing, and additional RACs will be added to address the additional areas of mutual concern supporting program improvement. Finally, the Partnership is continuing to build its national leadership in secondary mathematics teacher preparation