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.
The MTE-Partnership aims to support the improvement of secondary mathematics programs; promote partnerships among all sectors throughout the teacher development process, with a focus on promoting program transformation; 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).
• Nine National Conferences: to organize the work of the MTE-Partnership. The tenth conference will be held virtually June 28-30, 2021. More information will be available at www.mtep.info/2021announcement
• The Mathematics Teacher Education Partnership: The Power of a Networked Improvement Community to Transform Secondary Mathematics Teacher Preparation, volume 4 in the Professional Book Series of the Association of Mathematics Teacher Educators. This volume outlines the progress made in the first seven years of the MTE-Partnership.
• Updated Guiding Principles for Secondary Mathematics Teacher Preparation, a foundational document prepared with intensive input from the membership.
• Five Research Action Clusters (RACs), each including participation by multiple partnership teams, are developing solutions to particular problems in secondary mathematics teacher preparation identified in the white papers. 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. Two working groups help bring the work of the RACs and MTE-Partnership together: Equity and Social Justice Working Group, and Transformations Working Group.
• Four Funded Projects that support various aspects of the work of the RACs and Working Groups.
Over its initial years, the major focus for the MTE-Partnership was on 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.
The MTE-Partnership is now focused 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 a continued 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 MTE-Partnership is continuing to build its national leadership in secondary mathematics teacher preparation.
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