Courtesy of Allison Shelley/The Verbatim Agency for American Education: Images of Teachers and Students in Action
Today’s educators need to develop the knowledge, skills, and dispositions to support all students in learning deeply, and educator preparation policy and practice must evolve to help them do so. Recognizing this, the Learning Policy Institute, in partnership with Bank Street College of Education, created the Educator Preparation Laboratory (EdPrepLab). EdPrepLab is an initiative to strengthen educator preparation in the United States by building the collaborative capacity of preparation programs, school districts, and state policymakers. Linking research, policy, and practice, EdPrepLab supports preparation programs that are equity-focused, student-centered, and grounded in the science of learning and development, and seeks to expand these approaches systemwide.
EdPrepLab’s Goals, Strategies, and Activities
EdPrepLab’s signature three-prong strategy aligns practice, policy, and research toward the transformation of educator preparation across the country. This strategy includes:
- Creating a network of preparation programs working to develop models for preparing educators for deeper learning.
- Conducting research and outreach about these models to build a deepening knowledge base and grow an ever-widening circle of programs learning about and innovating toward these goals.
- Engaging with policymakers to shape licensing and accreditation policies and incentives to support programs as they transform the field.
Preparing Teachers for Deeper Learning
Authors: Linda Darling-Hammond, Jeannie Oakes, Steven K. Wojcikiewicz, Maria E. Hyler, Roneeta Guha, Anne Podolsky, Tara Kini, Channa M. Cook-Harvey, Charmaine N. Jackson Mercer, and Akeelah Harrell
Preparing Teachers for Deeper Learning describes the work of seven pioneering programs of teacher education that have organized themselves to meet the dual challenge of teacher preparation for deeper learning and equity. This study—which involved on-site fieldwork plus candidate surveys and document review—examined how teacher candidates learn to provide these kinds of opportunities and experiences for children and how the programs provide these kinds of opportunities for the candidates themselves. It describes the curriculum, key practices, and institutional structures that make teacher preparation for deeper learning possible.
The book Preparing Teachers for Deeper Learning is available online at:
https://www.hepg.org/hep-home/books/preparing-teachers-for-deeper-learning
Briefs: Preparing Teachers for Deeper Learning
Authors: Linda Darling-Hammond, Jeannie Oakes, Steven K. Wojcikiewicz, Maria E. Hyler, Roneeta Guha, Anne Podolsky, Tara Kini, Channa M. Cook-Harvey, Charmaine N. Jackson Mercer, and Akeelah Harrell
These briefs are based on cases presented in Preparing Teachers for Deeper Learning. Each brief focuses on a specific educator preparation program from the book and describes the context, vision, and practices guiding the program’s enactment, and factors contributing to its success. The fifth brief summarizes the book and addresses dimensions of teacher preparation, program content and practices, applying the five dimensions of teacher preparation for deeper learning, and program structures.
Preparing Teachers for Deeper Learning at Bank Street College
Preparing Teachers for Deeper Learning at High Tech High
Preparing Teachers for Deeper Learning at Montclair State University
Preparing Teachers for Deeper Learning at San Francisco Teacher Residency
Preparing Teachers for Deeper Learning
Snapshots of Practice
Bank Street College
Bank Street College’s Snapshots of Practice series presents an in-depth look at their work with students, teachers, and communities to provide fellow educators and researchers with a closer look at the Bank Street approach to teaching and learning. Through reports, videos, audio files, and more, each case study explores a distinct practice, tool, or curriculum and provides thoughtful observations, careful research, and substantial documentation to support study and execution beyond Bank Street-lead classrooms and learning environments.