Redesigning Teacher Education Core Courses to Align With SoLD
This brief from EdPrepLab describes how the University of South Carolina’s College of Education redesigned its teacher education core to create a more integrated preparation program grounded in the science of learning and development (SoLD) and informed by state-level educator workforce data. Through a year-long interdisciplinary faculty process, the college established shared SoLD-informed learning outcomes, redesigned existing courses, developed new core courses, and aligned preparation across certification areas while preserving discipline-specific expertise. The redesign also draws on evidence from SC TEACHER and CarolinaTIP to address the factors that most influence teacher effectiveness, satisfaction, and retention. The brief demonstrates how educator preparation programs can leverage SoLD alongside workforce data to strengthen program design, support continuous improvement, and equip educators to meet the needs of local schools.
Citation
Hodges, T.E, Baum, A.C., and Starrett, A. (2026). Redesigning Teacher Education Core Courses to Align With SoLD. [Brief]. EdPrepLab. https://doi.org/10.54300/602.439