Design Principles for Teacher Preparation: Enacting the Science of Learning and Development
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| Title: | Design Principles for Teacher Preparation: Enacting the Science of Learning and Development |
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| Language: | English |
| Authors: | Linda Darling-Hammond, Maria E. Hyler, Steve Wojcikiewicz, Joy Rushing, Contributor, Learning Policy Institute, EdPrepLab |
| Source: | Learning Policy Institute. 2025. |
| Availability: | Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org |
| Peer Reviewed: | Y |
| Page Count: | 81 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Carnegie Corporation of New York Skyline Foundation Spencer Foundation W. Clement and Jessie V. Stone Foundation |
| Document Type: | Reports - Descriptive |
| Education Level: | Elementary Secondary Education Higher Education Postsecondary Education |
| Descriptors: | Theory Practice Relationship, Equal Education, Alignment (Education), Curriculum Development, Communities of Practice, Child Development, Skill Development, Beliefs, Social Emotional Learning, Elementary Secondary Education, Preservice Teacher Education, Teacher Education Curriculum, Experiential Learning, Educational Principles |
| Abstract: | Over the last several decades, a great deal has been learned about how people learn and develop from research in neuroscience; the developmental and learning sciences; and fields like anthropology, sociology, and social psychology. This report identifies design principles for teacher preparation built on recent syntheses of this emerging research and on the wisdom of practice that is found in many leading-edge preparation programs. It is intended to inform ongoing efforts by individual programs to strengthen the ways in which they prepare candidates for teaching and efforts by accrediting bodies and licensing agencies to frame the expectations for teacher preparation. Further, these principles provide the foundation for a related set of principles for leader preparation so that teachers' efforts can be supported by principals and other system leaders who understand how to develop organizational settings that enable successful practice. This report follows on the heels of a companion effort by a body of researchers and practitioners to define design principles for schools that seek to enact insights from the science of learning and development (SoLD). These Guiding Principles for Equitable Whole-Child Design are: (1) positive developmental relationships that support children's attachment to caring adults and a supportive peer community, as well as their own growth and development; (2) environments filled with safety and belonging, which are not only physically safe, offering consistent norms and routines, but also emotionally and identity safe so that all children know they are a valued part of the school community; (3) rich learning experiences that support deep knowledge through authentic activities that build on prior knowledge and cultural contexts, enabling children to work collaboratively with peers to develop transferable knowledge and higher-order thinking skills; (4) development of skills, habits, and mindsets that foster social, emotional, and cognitive capacities in support of personal and interpersonal awareness and skills, including cultural competence, as well as mindsets that support perseverance, resilience, and a community orientation that responds to the needs of others and contributes to their success; and (5) integrated support systems that have readily available academic, physical and health, and social service supports that remove obstacles to learning and support thriving. The above principles for school design have direct implications for how teaching and learning must be reimagined. Transformations in teaching practice are needed to ensure that children experience the secure relationships, skillful teaching, robust curriculum practices, appropriate and relevant assessments, and personalized supports that will enable them to have healthy development and successful lives inside and outside of schools and classrooms. This report tackles the topic of how educators need to be prepared to engage in this type of transformative teaching. The Guiding Principles for Enacting SoLD-Aligned Teacher Preparation serve to make explicit the content, pedagogy, organization, processes, and norms of teacher preparation programs aligned with the science of learning and development. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | ED674812 |
| Database: | ERIC |
| Abstract: | Over the last several decades, a great deal has been learned about how people learn and develop from research in neuroscience; the developmental and learning sciences; and fields like anthropology, sociology, and social psychology. This report identifies design principles for teacher preparation built on recent syntheses of this emerging research and on the wisdom of practice that is found in many leading-edge preparation programs. It is intended to inform ongoing efforts by individual programs to strengthen the ways in which they prepare candidates for teaching and efforts by accrediting bodies and licensing agencies to frame the expectations for teacher preparation. Further, these principles provide the foundation for a related set of principles for leader preparation so that teachers' efforts can be supported by principals and other system leaders who understand how to develop organizational settings that enable successful practice. This report follows on the heels of a companion effort by a body of researchers and practitioners to define design principles for schools that seek to enact insights from the science of learning and development (SoLD). These Guiding Principles for Equitable Whole-Child Design are: (1) positive developmental relationships that support children's attachment to caring adults and a supportive peer community, as well as their own growth and development; (2) environments filled with safety and belonging, which are not only physically safe, offering consistent norms and routines, but also emotionally and identity safe so that all children know they are a valued part of the school community; (3) rich learning experiences that support deep knowledge through authentic activities that build on prior knowledge and cultural contexts, enabling children to work collaboratively with peers to develop transferable knowledge and higher-order thinking skills; (4) development of skills, habits, and mindsets that foster social, emotional, and cognitive capacities in support of personal and interpersonal awareness and skills, including cultural competence, as well as mindsets that support perseverance, resilience, and a community orientation that responds to the needs of others and contributes to their success; and (5) integrated support systems that have readily available academic, physical and health, and social service supports that remove obstacles to learning and support thriving. The above principles for school design have direct implications for how teaching and learning must be reimagined. Transformations in teaching practice are needed to ensure that children experience the secure relationships, skillful teaching, robust curriculum practices, appropriate and relevant assessments, and personalized supports that will enable them to have healthy development and successful lives inside and outside of schools and classrooms. This report tackles the topic of how educators need to be prepared to engage in this type of transformative teaching. The Guiding Principles for Enacting SoLD-Aligned Teacher Preparation serve to make explicit the content, pedagogy, organization, processes, and norms of teacher preparation programs aligned with the science of learning and development. |
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