Passion for Learning
TPP faculty and cooperating teachers must nurture and support the enthusiasm of candidates, model a spirit of continuous growth, and show how theory and practice continue to be interwoven in their instructional decision making.
Candidates engage in reflection on practice. Coaching and feedback increases their understanding and fosters their ability to reflect on practice. Candidates are encouraged to observe their cooperating teacher and other experienced faculty, then to participate in follow-up discussions, hearing the reflections of the experienced colleague.
Candidates are recruited intentionally to enrich the diversity of the teaching profession.
TPP faculty use opportunities in PreK-12 schools to maintain skills, to model teaching for candidates, and to demonstrate their own commitment to lifelong learning.
The TPP values faculty who work to support candidate learning by recognizing supervision and other work in PreK-12 schools as criteria for determining tenure and promotion.
TPP faculty and practicing PreK-12 educators who support developing aspiring educators model a deep appreciation for and valuing of the family and cultural background of each student and help aspiring educators develop a repertoire of culturally responsive practices and positive classroom management strategies.
Assessment for Excellence
The various models of assessments candidates experience in their TPP help them learn and grow, and guide their own use of assessment instruments.
Before receiving an initial license to become a teacher of record, a candidate’s professional readiness is determined by demonstrating mastery of the curriculum/content they will teach and through a performance assessment of teaching aligned with the knowledge, skills, and dispositions established by the profession.
Culture of Collaboration
PreK-12 faculty, schools, districts, and TPPs collaboratively design, implement, evaluate, and improve all aspects of their programs (coursework, field experiences, clinical practice, assessment, theoretical framework, etc.) to prepare teachers. As a result, PreK-12 faculty are well prepared to build on candidates’ previous experiences when they work with candidates during field experience/clinical practice. Cooperating teachers are carefully matched with candidates through collaboration between PreK-12 schools and TPPs.
Candidates experience norms of collaboration in schools both through joining in school-based professional learning communities and as cooperating teachers and other faculty engage in peer coaching and collegial observations of others’ teaching.
Aspiring teachers develop skills to collaborate with families and to tap community resources to improve student learning and to enhance student opportunities for authentic work.
Authentic Autonomy
During preparation, candidates are afforded options for some of their coursework and for learning/project options within courses. Clinical practice helps candidates develop knowledge and skills to exercise autonomy in designing culturally responsive lessons that meet individual students’ needs. Candidates also learn to provide their students with autonomy in selecting authentic learning experiences they use to demonstrate mastery.
Worth of Persons and Communities
Candidates are recruited intentionally to enrich the diversity of the teaching profession. All candidates, regardless of background, are afforded learning experiences that meet their individual academic, social, and affective needs in a manner that models the dignity and respect with which their future students should be treated. Candidates are provided a supportive environment in which to gain greater personal awareness and understanding of cultural, economic, and other factors that have impacted them. Candidates grow in their appreciation of the rich diversity in their schools and classrooms even as they develop the skills to respond appropriately to challenges and opportunities that come with diversity and inclusion.
Communities and districts collaboratively provide intentional and ongoing support and a safe environment for the academic, cultural, and emotional development/needs of candidates and emerging teachers. Communities support the growth of educators’ cultural understanding while also valuing the culture and heritage each educator contributes to the school.
