Penn GSE

Teacher Education Program

Teacher Education Association

This is a group of Philadelphia area teacher educators who have come together to coordinate teacher education relationships with the School District of Philadelphia.

Philadelphia Higher Education Network for Neighborhood Development (PHENND)

The Philadelphia Higher Education Network for Neighborhood Development (PHENND) is a consortium of 33 colleges and universities in the greater Philadelphia area. PHENND works to build the capacity of its member institutions to develop mutually beneficial, sustained, and democratic community-based service-learning partnerships. The consortium actively seeks to revitalize local communities and schools and foster civic responsibility among the region's colleges and universities.

Philadelphia Education Fund and PTR

The mission of the Philadelphia Education Fund is to improve the quality of public education in Philadelphia and the region, so that youth are prepared for college and careers.  

Quaker Consortium

Penn students may enroll in courses at Bryn Mawr, Haverford or Swarthmore College during the fall and spring terms of the academic year. The four schools constitute the Quaker Consortium and have a reciprocal agreement for course credit and tuition, i.e., grades will appear on the student's Penn transcript, and no additional tuition will be charged.

Pennsylvania Association of Colleges and Teacher Educators (PAC-TE)

The purpose of PAC-TE as the voice for professional educator preparation in Pennsylvania is to promote quality professional educator preparation programs and to provide opportunity for individual professional growth for all persons in Pennsylvania engaged in professional educator preparation.

Consortium for Excellence in Teacher Education (CETE)

The members of CETE view teaching as a moral craft, and our role as one of helping to integrate theory and practice and to cultivate thoughtful analytical practitioners. It is a humanistic, inquiry-oriented approach to teacher education that is informed by two principles: development and integration. A third tenet of many CETE institutions is the working assumption that "small is beautiful," especially in terms of the development and nurturance of a community of reflective practitioners. Because CETE members advocate high "standards without standardization," we also endorse multiple pathways to teacher preparation, and each of our programs has a distinctive thematic emphasis. Like all good preparation programs, CETE programs are informed by "best practice" as articulated by the education research community and carried out by effective teachers in the schools. Finally, the various Consortium member institutions are influenced by and must be responsive to the regulation and mandates of their particular state department of education or state legislature.