At Deans for Impact, we stand committed to elevating teachers and teaching and equipping all future teachers with the scientifically-based tools to…
This post is part of an ongoing series that describes strategies program leaders can use to energize stakeholders around improvement work. See earlier…
Ask any teacher-educator about the class she’s teaching tomorrow, and you’re likely to get a detailed rundown of her lesson — but not necessarily how that class fits into the broader picture of a candidate’s learning trajectory. This makes total sense, because teacher-educators are asked to focus on their own piece of the puzzle. Yet learning science tells us that we learn new ideas by reference to ideas we already know. Teacher-educators need to understand a candidate’s macro learning trajectory in order to maximize teacher-candidate learning within their portion of that trajectory. In other words, it’s important to help stakeholders see the bigger picture.
How do we get stakeholders energized around improvement work?
This is a question we spend a lot of time thinking about. It’s a question that’s relevant to Impact Academy fellows who are building leadership skills to support individual and organizational learning, and to participants in the Common Indicators System who are working to collect data on candidate knowledge and skills and program performance using common instruments in order to support cross-institutional learning.
In the fall of 2016, she asked Deans for Impact to support her college in designing a Teacher Education Institute (funded by the Belk Foundation) to bring together coursework faculty, supervisors, and mentor teachers for a four-day professional learning experience where teacher-educators could build common language to describe teacher-candidate practice and learn how to coach candidates more effectively.
The 11 fellows in our inaugural Impact Academy cohort recently completed their fellowship year, a year full of hard work and learning
At a convening last year, some of our member deans were sharing strategies for managing their leadership challenges. Many of the challenges likely sound familiar: how to re-allocate the budget; how to empower faculty leaders; how to deepen partnerships with districts.
“A shift in mindset reconditioning our brains.”
That’s how a site coordinator, who has been at Texas Tech for 11 years, described the…
If you’re a dean interested in participating in the next Impact Academy cohort, you can apply now here. The application deadline closes March 8th,…
This post is part of a periodic series about Deans for Impact’s Design for Practice Network. Pilot work by Temple University and Boston Teacher…
This post is part of a periodic series about Deans for Impact’s Design for Practice Network. Temple University’s work on infusing cognitive…
Temple University’s College of Education, led by member dean Greg Anderson, knows what it wants: for teacher-candidates to ground their…
Back in September, we released The Science of Learning, a short document that summarizes the existing research around how students learn and connects…
