• Student assessment and instruction are fundamentally interconnected – meaning the teacher can promote or can significantly hinder student achievement.
  • Equity is a criterion of excellence – an equitable approach to excellence is possible in schools, in homes, in the community and in the workplace.
  • An effective educator accepts the responsibility of leadership as part of being a lifelong learner. Education leadership can be encouraged and developed through effective professional development programs, and partnerships.
  • Effective mentors are actively involved in learning communities based on peer review, and they provide support to interns to become part of a learning community as a peer.
  • Standards become internalized when educators are part of a learning community that has protocols in place designed to examine actual work products through the lens of congruency – the connections among the stated performance indicators, the assigned tasks, the objectives, and the assessment tools being used.
  • Effective teachers disaggregate their own students’ assessment data to improve instruction through inquiry.
  • Effective educators use technological tools to manage resources efficiently.

Goal Statement

The Daemen College Teacher / Leadership Quality Partnership (T/LQP) project provides professional development opportunities for administrators, pre- and in-service teachers to ensure that Buffalo educators have the knowledge, skills, and dispositions necessary to help all students learn. Success is measured by accurately documenting gains in student achievement and by meeting demanding program and professional standards


  • Provide effective professional development on research-based strategies that improve instruction and increase student achievement.
  • Provide mentoring support to pre-service and new teachers.
  • Use disaggregated student achievement data to inform instruction, and to document the effectiveness of professional development opportunities provided by our project.
  • Promote equity, using research proven strategies, such as Generating Expectations for Student Achievement (GESA).
  • Increasing the retention rates of teachers and principals in the targeted high-need schools.
  • Maintain a leaning community based on peer review, and showcase exemplar standards-based lessons through our project web site.