Curriculum Audits and Self-Audits
Intended for: Deans, department heads, and teacher educators interested in whole-program improvement
Format: in-person; onsite at a particular program/campus
Length: varies; usually the process requires several weeks and multiple meetings of instructors and TeachingWorks staff members
Fee for TeachingWorks-led audit:
Fee for self-audit: No fee to use curriculum reflection tool
TeachingWorks conducts “audits” of existing teacher education programs for the purpose of considering the extent to which the program is focusing on high-leverage practices and equitable instruction and providing actionable feedback to program leaders and instructors wishing to make the program more practice-based. These typically involve an initial meeting between program leaders and two TeachingWorks staff members, multiple observations of course meetings by TeachingWorks staff members, the gathering of course syllabi and course assignments and assessments for TeachingWorks review, a detailed summary report by TeachingWorks staff members, and a final meeting to discuss the results. These audits are confidential and intended only for use by program leaders and instructors.
We also provide curriculum review and feedback on a smaller scale, usually in the context of specific courses. This typically involves an instructor or instructors sharing their teaching materials with us and identifying specific questions for feedback, and a virtual meeting between the instructor or instructors and a TeachingWorks staff member.
In addition, TeachingWorks can provide programs with a self-audit/curriculum reflection tool to use free of charge. For programs wishing to use this tool and then discuss the results with TeachingWorks, we will engage in follow-up meetings or phone calls for a small charge.
Program audits, whether led by TeachingWorks or self-conducted, can be paired with other learning opportunities, and we are happy to work with program leaders to develop a customized program of support to build on a program audit.
Customized Professional Learning Workshops for Teacher Educators
Intended for: Teacher educators of any kind (e.g., methods course instructors, mentor teachers)
Format: customizable (in-person or remote, or a combination)
TeachingWorks provides workshops for teacher educators of any kind tailored to meet specific needs or interests. Our expertise is in supporting teacher educators to teach novice teachers to use high-leverage practices to provide ambitious and equitable learning opportunities for all students. We do this not only by helping teacher educators acquire a deep understanding and appreciation of high-leverage practices, but by helping them develop capability with practice-based pedagogies of teacher education such as rehearsal, simulated student interactions, and the use of video and with the design of materials to use in these pedagogies.
Intended for: Teacher educators interested in a long-term collaboration with TeachingWorks and with teacher educators in other programs
Format: usually a combination of in-person and remote work
Our most in-depth professional learning opportunities occur in our improvement networks. These are groups of teacher education programs clustered in a particular geographic area – across a state or in the vicinity of a large school district – that collaborate with each other and with us to design and implement practice-based teacher education. Program networks are multi-year engagements (generally 1-3 years) that allow us to offer deep and individualized support for long-lasting change, both in individual courses and across entire programs. The goal of these partnerships is to help participants firmly integrate practice-based approaches into their programs, and develop systems and routines that will ensure ongoing learning and improvement in their programs, long after the partnership with TeachingWorks has ended.
In our improvement networks, we collaborate with our partners to identify shared goals and a shared plan for the work, including professional learning experiences of the sort described above, in our introductory and skill-building programs.
We create and fund program networks in different ways depending on the location and the origin and nature of participants’ interest. We currently support state-based networks in Michigan and Maryland, and another network of mathematics methods course instructors in California.
If you are interested in forming a new network or joining a network in place, please contact Karen Ahn, director of partnerships, at firstname.lastname@example.org.