Preparing Teachers for Deeper Learning summarizes a recent book of the same name that describes the work of pioneering teacher education programs to prepare their graduates to create personalized, inquiry-based learning for all students. They provide examples for teachers, teacher educators, and policymakers interested in making preparation for deeper learning the standard for today's teachers. The programs are also profiled separately in individual briefs which provide more detail.
In today’s knowledge economy, teachers must prioritize problem-solving ability, adaptability, critical thinking, and developing interpersonal and collaborative skills over rote memorization and the passive transmission of knowledge. This has significant implications for teacher preparation programs. This book examines those implications and several programs that are preparing their graduates to provide students with the "deeper learning" that prepares them for college, career, and civic participation.
This brief describes performance assessments and their value for guiding and evaluating high school students' learning, as well as informing colleges and universities about what students know and can do. It explores state and local policies that support the use of such assessments, along with emerging higher education efforts to incorporate them in college admission, placement, and advising. It discusses steps that can help ensure that performance assessments are high-quality, rigorous, and well understood and that can facilitate the use of these assessments in higher education decisions.
A new study looks at the use of performance assessments for both K-12 learning and college admission, placement and advising. The study is the first research produced through Reimagining College Access, a national initiative of the Learning Policy Institute and EducationCounsel that for the first time brings together k-12 and higher education policy and practice leaders to recognize and foster high-quality k–12 performance assessment systems.
The teacher residency model holds much promise to address the issues of recruitment and retention in high-need districts and subject area shortages. This model also has the potential to support systemic change and building of the teaching profession, especially in the most challenging districts. Initial research is promising as to the impact residencies can have on increasing the diversity of the teaching force, improving retention of new teachers, and promoting gains in student learning.
Recruitment and retention challenges are once again leading to teacher shortages across the nation, especially in urban and rural school districts. This brief looks at the teacher residency model, a promising approach to addressing recruitment and retention challenges in high-needs districts and in shortage subject areas. The teacher residency model creates long-term benefits for districts, for schools, and ultimately and most importantly, for the students they serve.
