Teaching, Learning, and Leading with Schools and Communities: One Urban University Re-Envisions Teacher Preparation for the Next Generation

  • Ann Marie Ryan Loyola University Chicago
  • David Ensminger Loyola University Chicago
  • Amy J. Heineke Loyola University Chicago
  • Adam S. Kennedy Loyola University Chicago
  • David P. Prasse Loyola University Chicago
  • Lara K. Smetana Loyola University Chicago

Abstract

This article outlines how Loyola University Chicago’s School of Education has re-conceptualized the preparation of teachers to meet the sophisticated and changing needs and realities of urban schools and communities by focusing on student achievement. In contrast to often criticized university-based models of teacher preparation, the Teaching, Learning, and Leading with Schools and Communities program represents a shared responsibility between university, school, and community partners to impact and support student learning, achievement, and success. The four tenets around which this comprehensive teacher education program is organized are described: (a) partnerships with schools and communities, (b) teacher preparation for diverse classrooms, (c) a developmental trajectory of field-based experiences, and (d) stakeholders engaged in communities of practice.

Author Biographies

Ann Marie Ryan, Loyola University Chicago
Associate Professor Teaching and Learning
David Ensminger, Loyola University Chicago
Assistant Professor Teaching and Learning
Amy J. Heineke, Loyola University Chicago
Assistant Professor Teaching and Learning
Adam S. Kennedy, Loyola University Chicago
Assistant Professor Teaching and Learning
David P. Prasse, Loyola University Chicago
Vice Provost for Academic and Faculty Resources
Lara K. Smetana, Loyola University Chicago
Assistant Professor Teaching and Learning
Published
2014-11-01
Section
Articles