View in EDS

Design Principles for Teacher Preparation: Enacting the Science of Learning and Development

Saved in:
Bibliographic Details
Title: Design Principles for Teacher Preparation: Enacting the Science of Learning and Development
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED674812
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED674812
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Design Principles for Teacher Preparation: Enacting the Science of Learning and Development
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Linda+Darling-Hammond%22">Linda Darling-Hammond</searchLink><br /><searchLink fieldCode="AR" term="%22Maria+E%2E+Hyler%22">Maria E. Hyler</searchLink><br /><searchLink fieldCode="AR" term="%22Steve+Wojcikiewicz%22">Steve Wojcikiewicz</searchLink><br /><searchLink fieldCode="AR" term="%22Joy+Rushing%2C+Contributor%22">Joy Rushing, Contributor</searchLink><br /><searchLink fieldCode="AR" term="%22Learning+Policy+Institute%22">Learning Policy Institute</searchLink><br /><searchLink fieldCode="AR" term="%22EdPrepLab%22">EdPrepLab</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Learning+Policy+Institute%22"><i>Learning Policy Institute</i></searchLink>. 2025.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 81
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Carnegie Corporation of New York<br />Skyline Foundation<br />Spencer Foundation<br />W. Clement and Jessie V. Stone Foundation
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Descriptive
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Theory+Practice+Relationship%22">Theory Practice Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Equal+Education%22">Equal Education</searchLink><br /><searchLink fieldCode="DE" term="%22Alignment+%28Education%29%22">Alignment (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Communities+of+Practice%22">Communities of Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Child+Development%22">Child Development</searchLink><br /><searchLink fieldCode="DE" term="%22Skill+Development%22">Skill Development</searchLink><br /><searchLink fieldCode="DE" term="%22Beliefs%22">Beliefs</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+Secondary+Education%22">Elementary Secondary Education</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Education+Curriculum%22">Teacher Education Curriculum</searchLink><br /><searchLink fieldCode="DE" term="%22Experiential+Learning%22">Experiential Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Principles%22">Educational Principles</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: ERIC
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED674812
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED674812
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 81
    Subjects:
      – SubjectFull: Theory Practice Relationship
        Type: general
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Alignment (Education)
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Communities of Practice
        Type: general
      – SubjectFull: Child Development
        Type: general
      – SubjectFull: Skill Development
        Type: general
      – SubjectFull: Beliefs
        Type: general
      – SubjectFull: Social Emotional Learning
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Teacher Education Curriculum
        Type: general
      – SubjectFull: Experiential Learning
        Type: general
      – SubjectFull: Educational Principles
        Type: general
    Titles:
      – TitleFull: Design Principles for Teacher Preparation: Enacting the Science of Learning and Development
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Learning Policy Institute
      – PersonEntity:
          Name:
            NameFull: EdPrepLab
      – PersonEntity:
          Name:
            NameFull: Linda Darling-Hammond
      – PersonEntity:
          Name:
            NameFull: Maria E. Hyler
      – PersonEntity:
          Name:
            NameFull: Steve Wojcikiewicz
      – PersonEntity:
          Name:
            NameFull: Joy Rushing, Contributor
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 07
              Type: published
              Y: 2025
          Titles:
            – TitleFull: Learning Policy Institute
              Type: main
ResultId 1