What We Do
BranchED is a professional services organization and a collective of university faculty and leaders advancing educational excellence by expanding individual capacity, enabling supportive relationships, boosting institutional effectiveness, and collaborating with communities.
BranchED was founded in 2017 as the only non-profit organization in the country dedicated to strengthening, growing, and amplifying the impact of educator preparation at Minority Serving Institutions (MSIs). In 2023, with the launch of its strategic plan, BranchED expanded its reach to include other higher ed institutions and PK12 districts. This new definition enables BranchED to break down silos and serve a wider range of higher range of higher ed institutions, PK12 districts, and communities.
Through our customized and relational learning opportunities, targeted supports, needed resources, and individualized coaching, we are developing compassionate and adaptive teacher educators who, in turn, develop highly effective teachers.
Our Approach
Collaborative
BranchED provides learning opportunities, support, resources, and coaching to develop highly-effective, compassionate and adaptive teachers.
Relational
Our community-centered approach creates brave and safe spaces for teacher educators to enhance personal practice while transforming programs.
Data Empowered
We believe that assessment and plans for individuals and institutional growth should be based on rigorous and up-to-date data and research that is action-oriented.
Framework for the Quality Preparation of Educators
The Framework for the Quality Preparation of Educators outlines a roadmap to create teacher preparation programs that meet the needs of our students.
Through the Framework, BranchED seeks to redefine the set of characteristics used to shape high-quality educator preparation programs. The Framework identifies six critical focus areas that teacher preparation providers can leverage to redesign their programs.
This Framework connects research findings, promising institutional practices, and context-rich approaches that, to date, have not been systematically integrated into the standards and expectations that drive teacher education programs.
