Bush Learning Papers

We launched the Bush Learning Papers to share what we are learning as we invest in great ideas and the people that power them.  We will write and publish occasional papers when we have lessons that we think could help others do their work better or help our community in a broader way.

In 2009, we launched our ten-year Teacher Effectiveness Initiative based on the theory that better teacher preparation programs would lead to more effective teachers and, in turn, improved student outcomes. Fourteen higher education partner institutions, and their teacher preparation programs, were at the Initiative’s core; together they committed to train and place 25,000 new, effective teachers across Minnesota, North Dakota, South Dakota and the 23 Native nations that share that geography. To do this, the partners agreed to transform their approach around four key pillars—recruitment, preparation, employment and support. The Initiative also paid close attention to how partners would develop and use measurement systems to improve training strategies, and how they would understand the effectiveness of their graduates as new teachers. This learning paper examines these measurement strategies.

We launched the Native Nations Initiative in 2009 to support governance reform efforts of all 23 Native nations that share geography with Minnesota, North Dakota and South Dakota. Five years into this 10-year initiative, Wilder Research assessed our progress and challenges, interviewing program participants, tribal leadership and regional leaders from the field. This learning paper summarizes Wilder’s evaluation.

In 2014, the Bush Foundation made a number of changes to enhance the Bush Fellowship program’s flexibility, selectivity and visibility. Wilder Research surveyed the 2014 Bush Fellowship semi-finalist and finalist candidates, and selection committee members to evaluate the impact of the changes to the selection process. This Learning Paper shares insights gleaned from this survey.

We launched the Teacher Effectiveness Initiative (TEI) in 2009, with the goal of preparing and placing 25,000 new, effective teachers within our service region by 2020. Four years into this 10-year, $40 million initiative, we hired an independent evaluator, the Improve Group, to conduct a midterm evaluation to report on progress and challenges thus far. Their review was conducted through interviews and focus groups with individuals from our higher education partner institutions, their teacher candidates and K-12 partners, and initiative coaches from FHI360. This learning paper summarizes our learning from the report, and highlights implications for the initiative going forward.

Four years ago, both the Bush Foundation and Minnesota Philanthropy Partners (MN Partners) faced expiring building leases. After conversations between the two presidents, a decision was made to pursue a shared facilities project. The plan called for the organizations to co-locate in one building. By doing so, they hoped to leverage their combined purchasing power to lower costs on facilities and services, create opportunities for cross-foundation learning, and inspire other non-profits to explore the benefits of co-location.

The Bush Foundation and a group of partners launched the InCommons initiative in 2009, with the objective of increasing the leadership and problem-solving capacity of communities.  After four years of successes and challenges, we made some significant strategic changes in 2013 and ended parts of the InCommons initiative that weren’t working well and doubled down on those tactics that were working best.  The Public and Nonprofit Leadership Center at the University of Minnesota’s Humphrey School of Public Affairs conducted a review of the program in June 2011 and again in August 2013, which included interviews with dozens of individuals who were involved with InCommons, both internal and external to the Foundation.