AVID’s mission is to close the achievement gap by preparing all students for college readiness and success in a global society.

Advancement Via Individual Determination

Teacher Preparation Initiative

AVID for Higher Education’s Teacher Preparation Initiative (TPI) is designed to impact teacher candidates through their teacher preparation programs. AHE TPI is a collaborative partnership with colleges of education to systematically address the needs of teacher candidates as they enter the teaching field. TPI provides teacher candidates with a deep understanding of, and practical experience with, AVID frameworks, methodologies, and strategies so they enter the teaching field having analyzed and practiced instruction that makes them successful in meeting a broad spectrum of students’ needs.

One of the major components of the TPI is the embedding of AVID frameworks, methodologies, and strategies into the instructional design of the teacher preparation courses. After these fundamental instructional concepts have been studied, the next step in the process is for the faculty to work together to determine the instructional maps for their credential area. Upon completion of the maps, the syllabus and daily sequence reflect the inclusion of AVID into each course. Read additional information about the mapping process and view an example of a course instructional map.

Teacher Preparation Initiative Overview Video

Read comments from college of education faculty and from teacher candidates during the first years of TPI implementation.


TPI Process:

 

  1. Faculty members are trained in the basics of AVID methodologies through a variety of selected professional development experiences.
  2. Faculty members model and utilize these methodologies for teacher candidates within their teacher preparation courses, making the AVID framework and philosophy explicit.
  3. The teacher candidates are expected to implement the strategies within the supportive framework of their classes and during their field experiences/student teaching.
  4. Courses are enhanced, and teacher candidates receive vital methodology and strategy instruction within the WICOR framework.

TPI Structural Framework:

 

There are four stages in establishing the TPI structural framework. They include the development stage, planning stage, implementation stage, and the evaluation stage. Resources and support for each stage are outlined below.  

Development:

 

  • Pre-Summer Institute orientation seminar (TPI Structure/Process, WICOR )
  • Summer Institute (six site team members in first two years of implementation)
  • Professional Development Days (four days per year during first two years)
  • AVID Teacher Preparation Initiative Implementation Guide

Planning:

 

  • Campus Site Team Action Plans
  • Planning Days (one day per year)
  • Formulation of Instructional Mapping Matrices by Certification area and AVID framework (WICOR )
  • Creation of AVID-infused course syllabi
  • Teacher Preparation Initiative Campus Resource Library of AVID curriculum

Implementation:

 

  • AVID frameworks, methodologies, and strategies are embedded into existing course content and instruction.
  • Faculty member models and directly instructs the teacher candidates in AVID frameworks, methodologies and strategies as outlined in TPI Instructional Mapping Matrices.
  • AVID frameworks, methodologies and strategies are integrated into teacher candidate field experiences and student teaching.

Evaluation:

 

  • Campus Site Team Research Plans
  • AVID and campus data collection
  • Campus liaison and AVID classroom instructional observations
  • AVID surveys

For additional information about AVID for Higher Education's Teacher Preparation Initiative, please contact AVIDforHigherEducation@avid.org.


Read full information in the Teacher Preparation Initiative brochure



I have learned many new concepts to take into the classroom. I particularly enjoy the inquiry method. I have always been quick to just give the students the answer; it is important to ask questions to get them thinking and problem solving on their own.

  –  Teacher Candidate at University of Texas of the Permian Basin.


When I was first introduced to AVID, I did not want to have anything to do with AVID. I did not want to learn AVID and I certainly did not want to learn to teach AVID. After reading several of the strategies, my thinking started to change. Then I attended an AVID training session and now my thinking has changed 100%. The AVID program has wonderful strategies that I look forward to teaching in my own class someday.

  –  Teacher Candidate at University of Texas of the Permian Basin.