I was inspired to work more with themes such as marginalization and equality together with the students, and I was inspired to strengthen the relationship between our campus and clinical partners. When my team returns home we will focus on marginalization and equality.
- Participant from Norway
Participants spend time each day at the CERAS building (Center for Educational Research at Stanford), STEP’s home at Stanford, analyzing the core principles and practices of STEP. Throughout the week, participants observe STEP classes to see how scholarship and practice connect and to meet with Stanford Graduate School of Education faculty. Some sessions are organized by subject area; others by specific program activities (e.g., how to select and develop quality clinical placements). Participants also attend a STEP supervisory meeting, weekly consultations between small groups of STEP teacher candidates and their university supervisors.
Participants spend three mornings visiting STEP’s K-12 partner schools to observe STEP teacher candidates in their clinical placements with cooperating teachers, as well as to meet with school administrators. Schools include small charter schools, large comprehensive reform-oriented high schools, comprehensive high schools with small learning communities, and diverse elementary schools.
Throughout the week, participating teams are given the opportunity to meet and discuss how to apply some of the principles of powerful teacher education to their local contexts. On Friday, participants debrief and summarize their experiences during the week, as well as present their action plans and concrete timelines for the future. We celebrate the end of the Institute with a closing luncheon.
Participants meet daily at the Center for Education Research at Stanford (CERAS) on the Stanford campus.
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