From 2018 to 2020, Deans for Impact worked with five educator-preparation programs to collectively advance programmatic and policy changes as part of…
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COVID-19 has impacted every aspect of life as we know it — including teacher preparation. This page includes resources to support…
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In our first report from the Learning by Scientific Design Network, we dive into results from a first-of-its-kind formative assessment given to over…
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Leading by Collaborating tells the story of our partnership with the Louisiana Department of Education to strengthen the capacity of the state’s…
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In recognition of our fifth anniversary as an organization, Louder than Words honors the leaders who are taking action each day to improve the way our…
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How do young children develop their sense of self? How do they learn to understand what they read, and express their ideas in writing? How do they…
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Learning Together Through Evidence: Insights from Year 1 of Deans for Impact’s Common Indicators System Network documents preliminary insights from…
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The Science of Learning summarizes existing cognitive-science research on how students learn, and connects it to practical implications for teaching.…
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Practice with Purpose: The Emerging Science of Teacher Expertise connects the principles of deliberate practice with the methods used to prepare and…
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Temple University faculty wanted to help their teacher-candidates build on a foundation of knowledge about cognitive science and apply that knowledge…
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The Boston Teacher Residency induction team wanted to know if increased knowledge of cognitive-science principles could help beginning teachers with…
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Educator-preparation programs need access to data on the performance of their graduates – and policy has a role to play in helping them get the…
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Ann Taylor, dean of the College of Education at the University of Missouri – St. Louis, talks about learning science and the college’s work to…
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Dean Steve Atwater of the University of Alaska Southeast talks the historical context of education in Alaska Native communities and the lack of…
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Dean Thea Williams-Black of Tougaloo College talks about the science of reading and her family’s legacy in education in this “mini-podcast” with…
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Dean Nancy Marchand-Martella of Purdue University talks about adjusting to challenges posted by the pandemic in this “mini-podcast” with executive…
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Dean Quay of Endicott College talks about changes to her program and how they will benefit future teachers.
How are leaders in educator…
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In October 2015, Deans for Impact and the Center for American Progress hosted a panel discussion on The Science of Learning at the National Press Club…
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Our Building Blocks workshops help educators reimagine teacher preparation by covering four essential elements of educator preparation — modeling,…
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We believe that learning is collaborative. And so, we bring leaders together who want to learn from each other and learn how to better prepare…
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Each year, nearly 200,000 new teachers graduate from preparation programs in the United States. Most report feeling unprepared to teach in classrooms…
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Impact Academy helps deans build leadership skills through a year-long fellowship that combines intensive in-person learning experiences with ongoing…
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In April 2017, faculty and staff from Deans for Impact’s member-led institutions gathered to discuss how common indicators, collected and shared…
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In April 2017, Deans for Impact hosted a panel event to explore the implications of deliberate practice for teacher education, featuring:
Anders…
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What can we learn from research on expertise that will help all teachers improve their performance? In Practice with Purpose: The Emerging Science of…
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“Is Educational Innovation Overrated?” was a panel discussion at SXSWedu between Benjamin Riley, our executive director and Kate Walsh, president,…
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Executive Director Benjamin Riley on what we’ve learned by visiting teacher-preparation programs.
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U.S. Secretary of Education John King on the importance of Deans for Impact.
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A look inside Deans for Impact’s new leadership development experience.
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A recap of the work being done to incorporate practices from The Science of Learning into teacher preparation programs.
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