Schools of Professional Education (ScOPE)

A Framework for Goal-Based, School-Centered Improvement of Teacher Education  

As a guiding tool for enhancing quality and effectiveness of university-based teacher preparation programs, CREATE has developed a management framework for establishing Schools of Professional Education (ScOPE).  ScOPE is intended as a working model for reform and improvement of university programs. This framework is grounded in research and best practice, and represents a refined vision for university-based teacher education in Texas that focuses on deep and continuous partnerships with public schools and high levels of faculty engagement in these schools as a means to improve program effectiveness and ultimately affect P-12 student learning.

CREATE defines ScOPE as a management framework for leading and operating university-based teacher preparation programs that collaboratively engages university faculty and school partners in a systematic effort to impact P-12 student learning and public-school district partnerships. The ScOPE management framework is a goal-oriented and outcomes-driven leadership approach that requires goal-setting, managing the level and frequency of faculty engagement in programmatic impact functions, and aligning and continuously improving core operations in order to achieve pre-determined professional outcomes.

ScOPE’s fundamental theory of work requires university teacher preparation programs to develop and empower a functional university leadership team, and set and articulate a set of targeted professional outcomes; manage the work of university faculty; and accept responsibility for evaluating the on-going management and operational leadership necessary to achieve desired professional outcomes.  

ScOPE is based upon key assumptions that are central to CREATE’s mission and program of work. CREATE assumes the following with regard to the professional influence and impact of Colleges of Education.  

1. Colleges of Education are an integral component of a system of public education and, as such, have a professional obligation to contribute to the continuous quality improvement of public school teaching and student learning.
2. Colleges of Education can and do influence continuous quality improvement of public school teaching and student learning through their core functions of:
   •        teacher preparation
   •        research and development
   •        service to the profession
3. To optimize professional influence, Colleges of Education leaders must regularly assess the status of public school teaching and student learning, and based upon identified needs, work with their public school partners to develop and implement program interventions that support measured improvement over time.
4. The College of Education’s long-term effects on public school teaching and student learning can best be assessed through: 
   •        on-going analysis of the College’s teacher production, placement and retention trends
   •        faculty and graduate student research and development activities
   •        faculty and staff service to the local profession as implemented in a Proximal Zone of Professional Impact (PZPI)
    
   Faculty and public school involvement in planning, implementing and/or assessing educational interventions in the PZPI should be actively encouraged within every College of Education. 

DESCRIPTIVE BOOKLET

ScOPE FRAMEWORK & OPERATIONAL DEFINITIONS

IMPLEMENTING A SCHOOL OF PROFESSIONAL EDUCATION

ScOPE REQUEST TO PARTICIPATE FORM