A report by the Learning Policy Institute and EdPrepLab, Design Principles for Teacher Preparation: Enacting the Science of Learning and Development, builds on recent research about how people learn and insights gained from leading-edge preparation programs. The report recommends changes that may benefit both educator preparation programs and the schools they will serve.
In order to support whole-child development once they’re leading classrooms, teachers need to hone their skills in environments that adhere to the science, structures and practices that allow for deeper learning and equity, according to the report.
The guiding principles “serve to make explicit the content, pedagogy, organization, processes, and norms of teacher preparation programs aligned with the science of learning and development,” the report states.
The principles include:
- Having curriculum based on a deep understanding of learners, learning and development
- Developing skills, habits and mindsets that align with being an equitable educator
- Gaining rich, real-world learning opportunities
- Pedagogical alignment and modeling
- Access to supportive developmental relationships in communities of practice
These considerations can equip teachers to be deeply knowledgeable, student-centered, culturally responsive, reflective and effective — ultimately benefiting students and providing the conditions to thrive.
“Teachers commonly enter the profession with the hope and intention of helping young people reach their potential. The extent to which they can do this often provides intrinsic satisfaction and motivation to remain committed to their careers and to high-quality instruction,” according to the report. “Preparation programs can contribute to these desired outcomes by preparing candidates to create the outcomes that students and families deserve and that most teachers desire.”
Learn more in the report.
