Design educator preparation around pedagogical alignment, tightly linked clinical experiences, and a developmental approach to educator learning¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The report recommends that program design center on a coherent vision of whole child development, learning, and teaching, including "pedagogical alignment around a coherent vision of whole child development, learning, and teaching" so new teachers experience the strategies they are expected to use; "well-designed clinical experiences tightly linked to coursework" integrating theory and practice; and "a developmental approach to the development of educators" occurring experientially in supportive contexts. These strategies respond to the challenges of learning to teach and to adult learning needs.

Design Implications¶

Context¶

Requirements¶

• Program design must contend with the apprenticeship of observation, the problem of enactment, and the problem of complexity

Constraints¶

• The report states these are parameters that should guide design of effective programs, derived from research syntheses rather than a direct experimental test in this report

Target Learners¶

• prospective teachers and school leaders in preparation programs

Target Learning Goals¶

• enacting science of learning and development practices with students

Related Strategies¶

• Design educator learning experiences using adult learning theory: connect to prior experience, ensure real-world application, and enable perspective transformation
• Sustain educator learning through schoolwide, network, and districtwide approaches that embed professional learning across the system
• Recommendations for sustainable and affordable residency programs: align with LEA strategy, engage system leaders, dedicate sustainability roles, and run affordability analyses
• Provide sustained, powerful professional development with professional learning communities for QTEL implementation
• Concentrate professional development support at the point of intention–behaviour translation through clinically embedded coaching

Examples¶

-

Key Sources¶

• Darling-Hammond, L., Flook, L., Schachner, A., & Wojcikiewicz, S. (with Cantor, P., & Osher, D.). (2021). Educator learning to enact the science of learning and development. Learning Policy Institute. https://doi.org/10.54300/859.776