Standard 1.4

The institution provides the unit with sufficient resources for the effective operation of each educator preparation program, including, but not limited to, coordination, admission, advisement, curriculum, professional development/instruction, field based supervision and clinical experiences.


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

Mills College at Northeastern University is committed to providing comprehensive support for the effective operation of each credential program within the School of Education. Recognizing the importance of institutional level support, the College allocates sufficient resources to various aspects of these programs, such as coordination, admission, advisement, curriculum and materials, professional development, instruction, field-based supervision, and clinical experiences. Mills College at Northeastern University provides robust support for its credential programs. By ensuring sufficient resources, fostering collaboration, and maintaining a strong focus on continuous improvement, we aim to prepare highly qualified educators and leaders who are ready to make a meaningful impact in their respective fields. 

 

To further enhance the quality of our credentialing programs, Mills College at Northeastern University actively promotes collaboration between different divisions across the district. As noted in our Common Standard 1.3, prior to merging with Northeastern University, Mills College cultivated vibrant partnerships with P-12 school districts, charter organizations, and ECSE organizations throughout the Bay Area. We anticipate purposefully and explicitly reestablishing relationships with partner sites as Mills College at Northeastern University as soon as the Commission determines we are fit 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 document the strength of the relationships that existed between Mills College and the community through July 2022, when Mills College’s institutional approval as a program sponsor ended. We intend to utilize these MOUs as templates and foundation to reestablish longstanding relationships with former and new 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:  

  

Cooperating Teachers and Site Supervisors have a choice of either Professional Development units or a stipend as compensation for supporting credential candidates. By fostering strong partnerships and open communication channels, we aim to leverage the diverse expertise and resources available throughout school districts and other educational institutions to develop and refine our programs. This collaborative approach ensures that our credentialing programs are not only supported internally but also in alignment with the needs and expectations of the broader educational community. This process is both informal and formal in nature. Informally, site visits by Program Supervisors, faculty, and staff as well as unplanned communications will be shared during regularly scheduled program meetings. Formally, we will rely on feedback from each Credential Program Advisory Committee. 

 

Faculty and instructors contribute to planning and participating in professional development opportunities for Cooperating Teachers, Site Supervisors, and when appropriate and desirable, teachers, leaders, and staff at field experience sites. Conversely, faculty may collaborate with teachers and/or leaders to carry out research at their schools. Research findings from these collaborative projects will likely inform not only the capacity of credential programs to prepare candidates but also the power of schools to educate diverse students. 

 

The institution has made a significant investment in the infrastructure and resources required for the success of our credentialing programs. This includes budgetary allocations for faculty, staff, facilities, equipment, and materials necessary to deliver high-quality educational experiences. We recognize the importance of continuous professional development and growth for our faculty and staff. As a result, we allocate resources towards providing professional development opportunities to enhance their knowledge and skills, enabling them to better support our students' educational journey (See Stage II: Eligibility Requirements, Criterion 12: Capacity and Resources, p. 36) 

Standard 1.4: Institutional Infrastructure to Support Educator Preparation | Supporting Evidence Links