Our blog offers top insights and analysis of the education sector from our staff, member deans, and guest authors.
While our images may not have the drama of TIME’s top 100 photos, they capture the faces of folks working hard to improve educator preparation.
Two fellows share what they’re thinking and learning about at the midpoint of the Impact Academy fellowship.
Faculty members reflect on the process of changing coursework to help future teachers better understand the science of learning.
As Thanksgiving approaches, our team took time to reflect on what we’re feeling grateful for.
When faculty collaborate, they create better experiences for teacher-candidates.
It can be lonely as leaders move up the ranks. For Dr. Trent Gould, becoming an Impact Academy fellow provided a rare opportunity to connect.
At the University of Missouri—St. Louis, faculty are using learning science to connect coursework to clinical experiences, creating a more cohesive experience for future teachers.
Usually, coaches are the experts dispensing strategy and advice. But sometimes, they need someone in their corner too.
Educator-preparation programs have a critical role to play in ensuring that novice educators can identify and internalize HQIM to support equitable student learning.
The visionary leader is strategizing how to empower faculty and staff to make equity-minded changes to courses in the school of education at the University of St. Thomas.
Effortful-thinking questions are like scuba-diving gear for learners. They provide the means by which to “dive deep” on a new concept or idea.
After participating in coursework centered on learning science, these teacher-candidates have changed their approach to instructional decision-making.
These 24 fellows will create transformative change in educator preparation together.
Imagine you’re observing a third-grade classroom. The teacher has just finished a multiplication lesson, and is walking down the rows of desks,…
What does science tell us is the most effective way for humans to learn? That’s the question that drove the Louisiana Resource Center for Educators (LRCE) — one of the state’s oldest and largest alternative teacher-certification programs — to join the Learning by Scientific Design (LbSD) Network.
As an adult attending college for the first time in her fifties, Lesli Kathman knows firsthand that instructors’ assumptions about what students bring to the classroom can be detrimental to learning if they’re not accurate.
Every morning, when future teacher Ben Mueller turns on the light in his bedroom, his fingers brush against a taped-on index card that reads, “Memory is the residue of thought.”
Explore how one teacher-preparation program used tutoring to help candidates complete field experiences while simultaneously supporting local elementary school students.
On a bright winter day in a classroom 30 miles north of the Louisiana coast, a class of third-grade students listened carefully as their teacher,…
Since our inception, Deans for Impact has advocated for aspiring teachers to explore our best scientific understanding of how humans learn. We…
When Dr. Nancy Marchand-Martella committed to Impact Academy, she knew the leadership development experience would be her secret weapon to address the…