Teaching Excellence Network (TEN)

Teaching Excellence Network (TEN)

Principal Investigators: Jeff Duncan-Andrade, Ph.D. & Allyson Tintiangco-Cubales, Ph.D.
Co-Directors: Jeff Duncan-Andrade & Allyson Tintiangco-Cubales


The research is clear about the teacher as the most important factor in student achievement. There is a solid body of research on the skills and practices used by effective teachers of poor and working class youth of color. To make better use of this research, we have designed the Teaching Excellence Network (TEN). TEN draws from the best resources available to support school communities to improve the experiences of young people in classrooms. The goal of TEN is to connect districts, schools, and teachers committed to improving teacher practice, while providing a clearinghouse of excellence that teachers, families, and school leaders can access at any time to improve classroom teaching.

Powered by UTQI


TEN is powered by the Urban Teacher Quality Index (UTQI), a tool that uses technology to create dynamic teacher feedback loops, providing teachers direct, instant, and consistent feedback from students, families, and other key stakeholders. The UTQI tool organizes the research on excellence in urban teaching into three key domains of effective pedagogy (relevance, relationships, and responsibility) and uses a five-step process to provide teachers access to a tool and the Teaching Excellence Network (TEN) so that they can improve their classroom practice.

Step 1: A district, set of schools, individual school, or set of teachers joins the Teaching Excellence Network (TEN).

Step 2: The participating group distributes the UTQI survey to all key stakeholder groups (students, families, teachers, and administrators). Individual stakeholders choose from a list of teacher qualities linked to effective practice in each of the three domains. The results of these surveys are used to inform initial conversations about effective teaching in the local context of that school/classroom. The survey results include key target areas for development and obvious points of disconnect between stakeholder groups.

Step 3: Survey responses from all stakeholders are used to develop a teacher feedback tool that is specific to that school community. This modified UTQI is used by families, students, and colleagues to provide educators feedback during the school year.

Step 4: Feedback from stakeholders is instantaneously tabulated for teachers to see on the TEN website. This information helps teachers immediately identify their strengths and areas for improvement.

Step 5: Teachers use the feedback loop, the resources of TEN, and school based professional development to target and individualize their professional learning and growth.

Repeat steps 4 and 5 to measure growth over time.

To learn more about TEN contact Jeff Duncan-Andrade – jandrade@iseeed.org

To read more about TEN visit the website.