And so we set out to visit programs led by members of Deans for Impact. We wanted to see what it might take to prepare teachers who are good on day one, and on the path to be great over time. To do that, we visited 18 educator-preparation programs across 13 states. We wanted to understand the complete context in which these programs prepare future teachers. We met with deans, faculty members, cooperating (mentor) teachers, school superintendents, school principals, and teacher-candidates. We spent almost equal time on college campuses and in K-12 classrooms.

All told, we interviewed and observed: 257 program administrators, faculty and staff, 130 teacher-candidates, 93 school-district representatives, and 71 classrooms and courses. We saw some things that troubled us. At some programs, we saw teacher-candidates who were given little or conflicting guidance on how to teach effectively. To our eyes, these teacher-candidates were unprepared for the realities of the classroom. But we also were inspired. At a variety of programs, we met teacher-candidates whose sense of professional identity, instructional skills, and understanding of how students learn far outpaced their novice experience levels.

We found that programs that prepared these confident, skilled teachers shared four common elements – modeling, practice, feedback, and alignment – that draw upon scientific learning principles. We see these as essential building blocks of effective teacher preparation.