I invited a number of my department’s alumni back to campus this week for an informal panel discussion about our preparation program, their experiences as early career classroom teachers, and what we can do to improve the experiences of our current undergraduates. It was a fantastic evening, largely because the young people with whom I had been impressed when they were here remain an impressive group of early career teachers. They had many insights about knowledge, both practical and theoretical, that would have aided them even more as they began their careers, and myself and my colleagues have been similarly considering several of those ideas as we engage in our constant work of program assessment and renewal. Beyond those ideas, however, a consistent theme seemed to emerge from our conversation:
Schools today need to slow down.
Our graduates told us of their experiences with phenomena that we know about and…
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