Learning Progressions for Teaching Practice, a Different Conception of Teacher Development
Johnnie Wilson, Lecturer/Supervisor, UC Santa Cruz
Learning Progressions for Teaching Practice is a project in its beginning/foundational phase. Teacher Performance Expectations, and aligned assessments, set out expert practices- what good teachers should do- with no developmental map for how one becomes expert. Learning Progressions for Teaching Practice will map such purposeful formative activity to support teacher development. This session is an invitation to consider this approach to teacher development and to set out possible work on this project.
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