Each year, nearly
graduate from preparation programs
in the United States.
Many report feeling unprepared to
teach in classrooms of their own.
This Must Change.
Effective teachers matter – and if we aren’t doing enough to prepare teachers so they are ready to teach, we need a new approach.
And so we set out to visit programs led by members of Deans for Impact. We wanted to see what it might take to prepare teachers who are good on day one, and on the path to be great over time
To do that, we visited
across 13 states
We wanted to understand the complete context in which these programs prepare future teachers. We met with deans, faculty members, cooperating (mentor) teachers, school superintendents, school principals, and teacher-candidates. We spent almost equal time on college campuses and in K-12 classrooms.
All told, we interviewed and observed:
faculty and staff
Important teaching practices are modeled for teacher-candidates and broken down into component parts so teacher-candidates understand “why” they work.
Opportunities for practice are intentionally woven throughout a teacher-candidate's experience, and increase in complexity over time.
Teacher-candidates receive specific, timely, and actionable feedback – based on a shared vision of effective teaching – across their experiences.
Programs carefully design the arc of preparation to create a coherent experience for every teacher-candidate they prepare.