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The purpose of this paper is to compare recent frameworks and note their commonalities. This paper offers a summary or overview of many of these frameworks as well as resources to learn more. It also provides a Crosswalk Chart to learn where their critical features overlap.
Educators and policymakers across the United States recognize a growing urgency to improve the nation's systems of teacher preparation. Ensuring that teachers stay and thrive in the profession depends largely on having system-wide policies and practices in place that address teacher shortages, promote equity and excellence, and cultivate expertise, diversity, and more.
The California State University (CSU) system partnered with the S.D. Bechtel, Jr. Foundation to launch the New Generation of Educators Initiative (NGEI), in an effort to transform the nature and quality of teacher preparation at both individual CSU campuses and across the CSU system as a whole. To answer the question, "What does it take to transform teacher education?" WestEd and SRI International conducted an evaluation to examine and share learnings about the CSU-led effort to implement large-scale clinically oriented teacher preparation reform.
As part of a series of new evaluation reports that explore key transformational elements of effective teacher preparation programs, this paper identifies key levers to put high-quality clinical experience—that is, the opportunity to practice the work of teaching in classrooms—at the center of teacher preparation. Findings in this report explore the following high-leverage strategies to strengthen the clinical orientation of teacher preparation programs:
Lever 1: Identify prioritized skills
Lever 2: Select or create a rubric to assess candidate proficiency with prioritized skills
Lever 3: Integrate and expand opportunities to practice prioritized skills
Lever 4: Re-conceptualize clinical roles, selection, and support
Lever 5: Define and implement processes to provide formative feedback to candidates on prioritized skills
The challenges experienced by Jackson Public Schools are not unique in that urban school districts across the country face dire circumstances related to school funding, poor student outcomes, dwindling student populations, and tense relationships with oversight bodies. However, the students, the people, and the communities in Jackson are unique in their culture, history, economic, and political experiences. The purpose of this report is to provide a review of the canvassing and field research project to assess the community perception of the Jackson Public School district.
Through a mixed approach of community canvassing and community conversations, we uncovered a comprehensive view from the perspective of community stakeholders on the status of the district. Among the most pressing concerns regarding the Jackson Public School District were teacher quality, district leadership, and test scores. These concerns were consistent across racial and age groups. Additionally, the report highlights the importance of early childhood learning, parent engagement, and a focus on college and career readiness.
National Commission on Social, Emotional, and Academic Development: A Research Agenda for the Next Generation
We know more now than we ever have about how learning happens. But there are still many questions to be answered and, too often, important insights from research aren't communicated to the very people who could use it most—the educators who work with our children on a daily basis. This research agenda for the next generation makes recommendations for a new research paradigm that bridges the divide between scholarly research and what's actionable in our classrooms, schools, and communities.