TIP winner

Susan Ashford
The LCC simulation forces students to make decisions under acute time pressure and to trade off competing demands, thereby addressing the difficulty of teaching these key elements of leadership. Intangibles such as judgment, courage, and integrity are hard to meaningfully broach with traditional teaching methods. However, leaving these skills to be learned in the field has costly financial, social, and career consequences.
The intensive exercise runs 24 hours and presents a realistic business crisis that poses vexing questions: What does a company “owe” the community in which it does business? Should the natural environment be sacrificed for shareholder wealth? Can companies admit wrongs in today’s aggressive legal climate? In the absence of any “right answer,” students must think hard and critically together regarding the best response, exercise integrity in making judgments about how to proceed, and exercise courage in standing up for those judgments under fire.
Elizabeth Moje
Robert Bain
This project borrows the idea of rounds from medical and nursing training and applies it to the process of preparing secondary school history and social studies teachers. Over three semesters, teacher candidates work in a professional program that integrates discipline-specific literacy, history/social science content and high-leverage teaching practices while they “rotate” through a series of carefully scaffolded and closely supervised clinical experiences. 
Traditionally, would-be teachers acquire disciplinary content in LSA, encounter pedagogical theory in SOE, and struggle to interweave the two during unstructured field placements. This fragmented approach does not reliably prepare teachers who can help create major gains in student learning across a school year.
Five innovative changes have increased the coherence of the Social Studies Teacher Education Program:
  • New assessment tools make visible beginning teachers’ levels of understanding and performance;
  • Discipline-specific sections added to the core literacy instruction course create cohorts among pre-service teachers;