ABSTRACT
This chapter addresses the research questions. The questions include what changes the teachers for a new era (TNE) project helped generate in teacher preparation at the participating institutions. What factors influenced the implementation of the TNE design principles? In particular, how did the TNE sites approach the directive that "pupil learning will become one measure of the effectiveness of a teacher education program"? What can the field of teacher preparation learn from the experiences of the participating TNE institutions? Various political and policy mandates—including Race to the Top as well as state regulations—require value-added scores as part of teacher evaluation systems. All the sites used a substantial portion of their funding to support faculty research projects, including collaborative research with arts and sciences and K–12 partners. Institutions that lack in-house expertise or capacity for systematic studies of candidates and graduates—particularly for value-added studies—can successfully partner with other institutions or organizations that have the needed capacity and expertise.
