But course numbers and titles aren’t actually helpful in communicating the arc of a program, especially to cooperating teachers and principals who may not know what happens in each course. Leaders often describe their programs by listing courses that teacher-candidates take. Here are some specific strategies a leader can use to help faculty zoom out. In other words, it’s important to help stakeholders see the bigger picture. Teacher-educators need to understand a candidate’s macro learning trajectory, and how different courses, assignments, and experiences support development along that trajectory, in order to maximize teacher-candidate learning within their portion of that trajectory. ![]() This applies to the development of teacher-candidates as well. Any good K-12 educator will agree: A teacher needs to consider students’ prior knowledge and how to build on that knowledge to foster new learning. Yet learning science tells us that we learn new ideas by reference to ideas we already know. This makes total sense, because teacher-educators are asked to focus on their own piece of the puzzle, and rarely have opportunities to think about the bigger picture. What you’re less likely to hear is how that class, or those growth areas, fits into the broader picture of a candidate’s - or a cohort of candidates’ - learning trajectory. Ask a mentor teacher about the teacher-candidate she has this semester, and you might hear a thorough analysis of the candidate’s strengths and growth areas. For an introduction to this series, please visit our blog post here.Īsk any teacher-educator about the class she’s teaching tomorrow, and you’re likely to get a detailed rundown of her lesson. ![]() ![]() This post is part of an ongoing series that describes strategies program leaders can use to energize stakeholders around improvement work.
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