Teacher Education Redesign Initiative (TERI)

The Teacher Education Redesign Initiative (TERI) is a re-envisioning of the teacher education programs in the College of Education and Human Development (CEHD) at the University of Minnesota. As the premiere public research institution in the state, the University is uniquely positioned to improve teacher effectiveness by connecting ongoing research to teacher education. Each year, CEHD prepares between 250 – 300 new teachers across 20 licensure areas, and is one of fourteen higher education partners working within the Bush Foundation’s Network for Excellence in Teaching (NExT). TERI is lead by teacher education faculty and staff from across the college, and engages school district partnerships in the Minnesota P – 12 Community.

TERI works in four major areas:

  • Recruitment (Teach Campaign, DirecTrack to Teaching)
  • Preparation (Co-Teaching, performance assessment of initial licensure programs (ILPs)
  • Support (Mentoring, induction, cooperating teachers, school partnerships, adaptive expertise)
  • Employment (Career services, school district partnerships)

TERI essentials

Focus on Student Learning

Through TERI, the University of Minnesota is known for preparing and supporting teachers who focus relentlessly on student learning.

Adaptive teaching

Student learning requires teachers who have both expert subject knowledge and the flexibility and inventiveness to adapt to the diverse learning needs of their students, including working effectively with students learning English and students with special learning needs. We emphasize the skills required to use the latest instructional technology to enhance student learning.

Diversifying the teaching work force

A nationwide shortage of teachers of color is well documented. TERI identifies effective strategies for recruiting and retaining teachers of color, with a particular focus on undergraduate students at the University. A teaching force that more closely resembles the student population in Minnesota is essential for providing diverse cultural perspectives in schools, offering students images of a diverse profession of teaching, and for tapping into culturally appropriate approaches to the benefit of P–12 students. All teachers prepared through TERI are adept at working with all students, regardless of background.

Enhanced clinical experiences

Through University partnerships with designated professional development schools, teacher candidates gain access to high quality school-based experiences and to the expertise of master teachers. At the same time, the schools will gain opportunities to develop the leadership and instructional skills of their faculty. The focus of professional development schools is research-based teaching and learning that benefits P-12 students.

Strengthening our curriculum

TERI adds focus to college preparation efforts in four areas: working with special education students, working with English language learners, development of cultural competence, and working with families and communities.

Improving teacher support

TERI has established a multi-year system for new teachers in our partner districts that provides the support and guidance they need to succeed in their first years of teaching. This includes assisting school leadership in developing a comprehensive system based on research into effective ways to improve teacher support.

Measuring Effectiveness

We measure progress made by the students taught by teachers who have completed preparation with us, and guarantee that these P–12 students experience at least one year of academic growth in one year of instruction.


Deborah Dillon

Deborah Dillon, Co-PI

Senior Associate Dean for Graduate and Professional Programs

Stacy Ernst photo

Stacy Ernst, Co-PI

Director, Office of Teacher Education