Preparing for the future by building relationships today!

Authorized by the No Child Left Behind Act (Title II, Part A, Subpart 3), New York State’s Teacher/Leader Quality Partnerships (TLQP) program.

Through funding provided by the New York State Education Department, Daemen College has hosted a Teacher/Leader Quality Partnership since 1999. The Education and the Natural Sciences Departments at Daemen College in partnership with the Buffalo Public Schools and the Catholic Diocese collaborate to improve student achievement by providing professional development to administrators and teachers. A cadre of highly effective educators forms the core of our learning community that continually engages in the peer review process to hone instructional classroom practice and to develop leadership skills. Our project assists cadre members as they host student teachers and mentor new teachers to develop pedagogical content knowledge and continually improve instructional effectiveness.

Project Director: Jeffrey Arnold, Ph. D.
Phone: (716) 839-8379

Administrative Assistant: Cathy Zawodzinski
Phone: (716) 839-8264

Office Location

Daemen College
Thomas Reynolds Center
4380 Main Street
Amherst, NY 14226-3592
Fax: (716) 566-7801

Support for the development and production of material for this web site is provided by a grant under the New York State Higher Education Teacher/Leadership Quality Partnership program administered by the New York State Education Department.

Our Logo

Our logo design reflects the organic relationship between and among the principles of: Equity, Teaching and Learning, Data Strategies: Assessment, and Technology. The center eight-pointed star represents Leadership, Quality, Standards, and Curriculum at both the pre- and in-service levels. The center star supports, but is also defined by, our program principles. That is to say, by using the lens of our program principles, we operationally define standards for quality in leadership and in the curriculum. Our logo consists of two design elements, each with a four-point pattern. One design element is modeled after an addition sign (+), and the other a multiplication sign (x), two symbols that represent synergy. Our logo emerged when we wove the two design elements together to represent the fractal nature of our principles at different organizational levels.


The purpose of the Daemen College Teacher / Leadership Quality Partnership (T/LQP) project is to assist Buffalo educators develop the knowledge, skills, and dispositions to increase student achievement in Buffalo schools. Through standards that focus on systematic assessment and performance-based learning, the Daemen College T/LQP project facilitates the continuous improvement of both pre- and in-service educators. Specifically, our project establishes and maintains support systems – including a learning community consisting of Daemen College faculty, pre-service teachers, in-service Buffalo educators, and administrators.


The mission the Daemen College Teacher / Leadership Quality Partnership (T/LQP) project is to improve the academic success of students in Buffalo schools by improving the quality of instruction. Drawing on the experiences, skills, and knowledge of our partners and working collaboratively with other T/LQP projects, we design and implement research-based professional development programs that help both school administrators and pre- and in-service teachers meet the needs of their students. Accountability and improvement in both teacher preparation and classroom instruction are central to our Teacher / Leadership Quality Partnership (T/LQP) project.


Highly effective educators collaborate as part of a learning community to create, review, and edit learning experiences to post on-line. The on-line learning experiences reflect our ability to use our program principles of; 1) Equity, 2) Teaching and Learning, 3) Data Strategies: Assessment and 4) Technology to create a set of exemplar standards based lessons. Teachers are considered as being highly effective only after they have posted a learning experience on-line that has successfully gone through our community’s full peer review process. Once a teacher is considered to be highly qualified, she/he is charged with mentoring other experienced teachers to be part of our core group of highly effective educators and/or mentoring new and pre-service educators in developing pedagogical content knowledge while assisting them in developing and documenting standards based-learning experiences.