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.
Educator Preparation During COVID-19: Lessons Learned for Fall
As U.S. schools closed their doors this past spring in response to the COVID-19 pandemic, a little-considered effect was the impact of school closures on the preparation of the next generation of educators. Leaders of educator preparation programs affiliated with EdPrepLab share how they have adapted to the changing landscape. The crisis has created opportunities for programs to innovate, while maintaining high standards and a commitment to equity.
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 Alverno College
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 at Trinity University
Preparing Teachers for Deeper Learning at the University of Colorado Denver
Preparing Teachers for Deeper Learning
Bank Street College
To help strengthen educator preparation across the United States, network members from across the country have partnered to form and document inquiry groups focused on the exploration of a topic related to deeper learning and equity. The inquiry briefs below explore these collaborative efforts and offer reflections, tools, and snapshot summaries of cross- or intra-institutional work.