We work closely with teams from educator-preparation programs to transform how they prepare future teachers. To do this, we create multi-year Impact Networks: groups of five to eight educator-preparation programs that work together toward common improvement goals.
Programs participating in an Impact Network:
- Complete diagnostic assessments to gauge current practice;
- Collect and analyze evidence of teacher-candidate readiness;
- Engage with key stakeholders, including school partners and teacher-candidates;
- Design, implement, and measure the impact of interventions; and
- Receive ongoing and targeted support from Deans for Impact through network convenings, coaching calls, and learning visits.
At the end of an Impact Network, programs have completed a full improvement cycle — from assessing their current situation to developing an action plan to tracking candidate learning outcomes.
Current Impact Networks
The Learning by Scientific Design Network is a two-year effort (2019-2021) bringing together six educator-preparation programs that want to ensure novice teachers understand basic principles of learning science and incorporate them into their instructional practice. Building off Deans for Impact’s The Science of Learning, this initiative asks participating programs to reimagine and redesign the arc of teacher-candidate experiences to ensure candidates are prepared with our best scientific understanding of how students learn. Among activities underway, Deans for Impact is developing a unique formative assessment designed to provide information about teacher-candidates’ knowledge of and ability to apply principles of learning science to the work of teaching. Collectively, the participating institutions prepare 1,300 new teachers every year.
Between 2018-2020, five Illinois programs and their P-12 school partners are working together with Deans for Impact to improve the instructional preparedness of beginning teachers, with an emphasis on culturally, racially, and linguistically diverse classroom contexts. Participants are using tools developed by the network to collect evidence about the instructional practice of candidates and teacher educators, and developing strategies to increase alignment around key practices among teacher-educators, mentor teachers, and others who support candidates. Collectively, the participating institutions prepare nearly 20% of Illinois’s new teachers annually
Louisiana Believe and Prepare Impact Collaborative
From 2018 to 2019, Deans for Impact and the Louisiana Department of Education brought together six educator-preparation programs to improve the preparation of future ELA and math teachers. Over the course of a single academic year, members of the Collaborative made targeted changes to their programming and measured results. The impact was significant: each participating program showed increases on multiple dimensions of a pre/post measure of programmatic practice, and two-thirds of programs saw demonstrable increases in teacher-candidates’ content readiness.