How do ideas spread?
As Deans for Impact enters its fifth year of operations, I’ve been reflecting on how ideas we support – such as ensuring…
We grieve today as we remember Scott Ridley, dean of the school of education at Texas Tech University, who passed away yesterday at the age of…
Each year, nearly 200,000 new teachers graduate from preparation programs in the United States. Many of them report feeling unprepared to teach in…
This post is the third in a three-part series by Common Indicators System Network participants, who are sharing their experiences with the Network and…
This post is the second in a three-part series by Common Indicators System Network participants, who are sharing their experiences with the Network…
For years, Temple University’s College of Education has collected comprehensive and accurate information about what’s working and what could improve. Participation in the Common Indicators System Network is a way to amplify and extend its previous work, offering new and deeper ways to explore the pressing questions that we, and the field more broadly, need to answer.
For the last two years, more than 50 faculty and program leaders from 12 educator-preparation programs have worked in partnership with Deans for Impact to collectively investigate how to better prepare aspiring teachers through what we’re calling the Common Indicators System (CIS) Network. Participants in the CIS Network are now gearing up for our first-ever Inquiry Institute, where they’ll engage in cross-institutional inquiry into data on more than 3,500 teacher candidates, 500 program graduates, and 100 employers across four common indicators, and develop plans to inform improvement when they return to their institutions.
This post is part of an ongoing series that describes strategies program leaders can use to energize stakeholders around improvement work. See earlier…
Years ago, as a relatively new mentor teacher, I planned and implemented a Think-Pair-Share activity as part of a second-grade science lesson. Because two teacher-candidates were observing me, I was extra intentional about how I implemented this strategy. I carefully paired students; I chose an open-ended question to push thinking; and I gave students time to think and try out their ideas in a low-stakes way before participating in a whole-class discussion. The activity went well, and I felt pretty good about my demonstration of effective teaching.
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.
