Our approach to replication is based on recommendations from a diverse body of research literature that addresses such constructs as fidelity of implementation (e.g., Century, Rudnick, & Freeman, 2010), diffusion of innovations (e.g., Rogers, 2003), the concerns based adoption model (CBAM) (e.g., Hall & Hord, 2010), professional learning communities (e.g., Hord, 1997), program replication (Racine, 2006), and scaling K-12 initiatives (e.g., Glennan, Bodilly, Galegher, & Kerr, 2004).

Implementation Timeline

Implementation of the UTeach STEM teacher preparation program requires substantial institutional changes over time. The UTeach Institute has developed a comprehensive approach, in line with recommendations from research literature on program replication, to establishing UTeach programs that will be successful and sustainable beyond the grants that get them started.

This approach rests on clear articulation of program elements and expectations for replication, laid out in detail in the UTeach Elements of Success, the UTeach Operations Manual, and the UTeach curriculum. (The latter resources, and many others, are available to individuals associated with UTeach programs. For more information on accessing these materials via our Members website, please contact your university’s site coordinator, or email info@uteach-institute.org).

The five-year implementation process proceeds in accordance with a carefully constructed timeline that allows for UTeach to be fully adopted with measurable success. Universities are guided through a significant period of comprehensive planning, followed by four years of intensive operational and instructional support and ongoing progress evaluation.

Program Planning Period

For a period of months leading up to the first year of UTeach implementation—typically during the spring and summer semesters prior to fall implementation—the UTeach Institute works closely with university faculty and staff to construct a working program budget, initiate student recruiting activities, prepare for the first semester of coursework and field placements, understand the program evaluation process, and cultivate support for program sustainability.

Principle activities include for universities during this period include:

  • recruiting students
  • participating in Step 1 and Step 2 course workshops
  • cultivating partnerships with local school districts
  • meeting with departmental advisors and chairs about degree modifications
  • establishing a program steering committee
  • selecting program faculty, master teachers, and staff
  • planning for tuition rebates and student internships
  • identifying appropriate classrooms and office spaces
  • developing fundraising strategies
  • preparing promotional materials and launching a program website

Program Implementation: Years 1 through 4

Whereas certain university activities, such as student recruitment, may quickly become routine, development of program components requires time and ongoing support. During the grant period, universities are particularly focused on rolling out new courses each semester, as well as building local program identity, providing student support, engaging in various types of program evaluation activities, and planning for sustainability. In addition, faculty and staff interact regularly with peers at other universities implementing the UTeach model.

Principle activities for universities during this period include:

  • participating in curriculum workshops and Webcasts
  • managing partnerships with local school districts
  • augmenting program faculty, master teachers, and staff
  • securing additional facilities and resources to accommodate program growth
  • nurturing student organizations and activities
  • raising program endowment funds
  • facilitating progress evaluation activities (e.g., student surveys)
  • planning for graduate recognition and induction support