University of Colorado, Denver: Teaching for Deeper Learning Is Teaching for Social Justice

• In Event: 25.031 - Preparing Future Educators to Teach for "Deeper Learning": Lessons From Seven Promising Preparation Programs

Abstract

The University of Colorado Denver (CUD) teacher preparation program includes five pathways, varying in size, structure, pace, and timing of experiences, that accommodate differences in students’ educational experiences and life circumstances. However, all pathways incorporate a common core of values, concepts, “essential questions”, and instruction focused on deeper learning.

CUD’s program embeds teaching for deeper learning in its deep, longstanding commitment to social and racial justice. Its practices follow from the conviction that high-performing “urban” teachers require deep knowledge of, and relationships with, communities and families which enables them to address the harms of poverty and racism and construct deeper learning experiences. Deeper learning competencies include instruction where language, culture, and identity central to learning. The theoretical grounding is the framework developed by the Center for Research on Equity and Diversity in Education (CREDE), which connects culturally responsive teaching to the science of learning and sociocultural learning theory (Tharp & Gallimore, 1991).

This program was selected through an iterative process including nominations from experts and background research to ensure the program met specified criteria. Data were gathered through in-depth case studies that included in-person interviews and focus groups with faculty (deans, instructors, supervisors), mentors, current teacher candidates, and program graduates, as well as district leaders/liaisons, community organizations, and other stakeholders involved in program development and support. Interviews focused on program characteristics, local partnerships, political context implementation factors, and evidence of effectiveness (i.e., graduate surveys, employer surveys, placement and retention rates). Data collection also included classroom observations of candidates and graduates, an online survey of candidates about the extent to which their program prepared them to teach for deeper learning, program review documents, and outcomes data.

Our data analysis suggests CUD’s high-quality preparation is facilitated by strong leadership and sufficient resources. Teacher candidates take courses and have well-articulated clinical placements in which they themselves experience deeper learning opportunities; performance assessments, and strong and supportive teaching-learning relationships with university faculty, school professionals and peers. Alignment, cohesion, and integration across coursework and clinical work stem from common syllabi, assignments, and assessments developed jointly by research and clinical faculty. Consistency also results from deep, substantive relationships with Professional Development Schools in poor communities of color that see the relationship with CU as mutually beneficial—both in preparing new teachers and in school improvement. The partnerships operationalize the high value placed on embedding learning to teach in practice, and they garner considerable program resources that allow for close connections between university faculty, school faculty, and teacher candidates.
Findings from the CUD program study show how large public universities can improve teacher preparation, both in terms of preparation to teach for deeper learning, but also in bringing deeper learning and teaching to schools serving communities of poverty and racial isolation.

Authors

• Jeannie Oakes, University of California - Los Angeles

• Channa M. Cook, Stanford University