Standard 1.3

The education unit ensures that faculty and instructional personnel regularly and systematically collaborate with colleagues in P-12 settings, college and university units and members of the broader educational community to improve educator preparation. 


Please view our narrative responses in black and hyperlinked evidence in gold.

The Mills College at Northeastern University School of Education expects and documents ongoing faculty engagement and collaboration with partners in local P-12 settings. Professional activities carried out by faculty related to P-12 partners collaboration engagements must follow guidelines related to time limitations, conflicts of interest, and the nature of these activities (see additional information in the Northeastern University Faculty Handbook). The following table showcases faculty collaborations with the broader educational community:

[Draft] Faculty Partnerships.docx

[Draft] CTC Phase 3 Faculty Partnerships.docx 

 

Many instructional personnel, primarily non-tenure-track and part-time faculty members, as well as fieldwork supervisors, concurrently serve in their roles at the Mills College at Northeastern University, School of Education while serving as educators and administrators in the broader educational community, such as nearby P-12 settings and other college and university units. These dual experiences inform their personal and professional perspectives and enable them to infuse rich experiential knowledge throughout their courses and their advisement of credential candidates  

 

The Mills College at Northeastern University School of Education will partner with public school districts, charter schools, independent schools, and early childhood special education nonprofit organizations throughout the Bay Area to provide fieldwork opportunities for credential candidates in the Multiple Subject, Single Subject, and Early Childhood Special Education credential programs. Administrative Service credential candidates will primarily complete their program requirements in the settings where they are currently employed as educators.   

 

Prior to merging with Northeastern University, Mills College maintained strong fieldwork partnerships with P-12 school districts, charter organizations, and ECSE organizations throughout the Bay Area. Mills College at Northeastern University anticipates formally reestablishing these strong relationships with partner sites following Commission determination to operate under provisional approval.  

 

The P-12 school districts and charter organizations with which Mills College has partnered, and with which Mills College at Northeastern University anticipates partnering include: 

 

The ECSE organizations with which Mills College has previously partnered, and with which Mills College at Northeastern University anticipates partnering include: 

 

MOUs between Mills College and partner districts, charter organizations, and ECSE organizations (2021-2022) are linked below to provide evidence of the many strong relationships that existed between Mills College and the community through July 2022, when Mills College’s institutional approval as a program sponsor ended and Mills College at Northeastern University began the process to establish institutional approval as a new program sponsor through IIA. The strong partnerships that Mills College faculty and staff forged over time with regional fieldwork partners will serve as the foundation for faculty and staff at Mills College at Northeastern to reestablish longstanding relationships with former fieldwork partners. 

 

The standard MOU templates that the Mills College at Northeastern University School of Education will use for fieldwork partnerships are linked below: 

 

Included here are additional examples of Mills College’s engagement and collaboration with the community that the Mills College at Northeastern University, School of Education currently maintains or plans to reestablish following Commission determination to operate under provisional approval: 

 

The Mills College at Northeastern School of Education advisory committee is another example of the education unit’s collaboration with the broader educational community. The Advisory Committee plays a crucial role in ensuring the quality and effectiveness of our proposed California educator preparation program. The Committee is made up of education professionals, scholars, and other experts who are qualified to provide valuable insights and guidance on the curriculum, instructional methods, and other aspects of our programs. The Advisory Committee works closely with our School of Education faculty and administrators to review and assess the program's goals and objectives, as well as its alignment with current educational research and best practices. The Committee also provides input on the selection of course materials and resources and offers suggestions for improvement based on their expertise and experience. In addition, the Advisory Committee will play a role in providing recommendations for the recruitment and retention of students, as well as in the professional development of program faculty and staff. Overall, the Advisory Committee plays a key role in ensuring that the program meets the needs of educators, preparing them for success in their careers. 

Standard 1.3: Institutional Infrastructure to Support Educator Preparation | Supporting Evidence Links