What is the The College-Ready Promise (TCRP)?
The College-Ready Promise (TCRP) is a coalition of four Charter Management Organizations (CMOs) that operate public charter schools serving primarily low-income and minority students in Los Angeles, Oakland, Sacramento, East Palo Alto, Stockton, and Modesto. This partnership represents an unprecedented level of collaboration across organizations that have a deep commitment to college readiness for all students. The coalition includes the Green Dot Public Schools, Alliance College-Ready Public Schools, Aspire Public Schools, and Partnerships to Uplift Communities. These organizations currently serve more than 35,000 students in 85 public schools statewide.
TCRP Coalition Schools are Implementing a
Teacher Development and Evaluation System that . . .
- Sets clear expectations for teachers by using a research-based framework for effective teaching
- Develops effective teachers through timely, targeted support and professional development
- Determines effectiveness through transparent multidimensional measures
- Invests in effective school-site instructional leadership focused on teacher effectiveness
- Recognizes and rewards effective teaching
As a teacher in one of these organizations, you are at the forefront of this unique partnership that is changing the way teaching is evaluated, supported, and developed in California. Hundreds of teachers across all four CMOs have been intimately involved in the design and implementation of this effort. As such, it reflects multiple years of design, reflection, collaboration, and testing in the classroom with several teachers in each CMO. At Green Dot, we’re excited to have had over 30% of our teachers participate in Advisory Panels, focus groups, on committees, and as pilot teachers. In the 2011-2012 school year, we look forward to many more teachers being involved in the continued development of the Teacher Development and Evaluation System.
How are Green Dot and TCRP Aligned?
At Green Dot, we know that effective teaching is at the heart of education. Our nation‘s definition of a successful teacher has historically been defined by the ability to advance a child a single grade level in a year. However, when working with at-risk youth, many with special needs and severe credit deficiency, such a definition isn‘t adequate. Many of our students must advance several grade levels in a year if they are to graduate on time. Even more dramatic intervention is required for them to gain acceptance to college and succeed once enrolled. Although over 40% of graduating students are attending 4-year colleges, many struggle with the more rigorous coursework at the college level. Consequently, we strive to provide the support our teachers require to prepare the largest number of students to thrive in college without the need for remediation. Our current estimate is that only 5-10% of students meet such a standard of college readiness. Turning around such a crisis in our education system requires hard work and very specific skills from a teacher.
A meaningful and effective professional development program must train, support, and encourage teachers. It should reward those professionals able to rise to the challenge.
