Teaching, Learning, and Leading with Schools and Communities

Teacher preparation requires an all hands on deck approach, where university, school, and community partners share the responsibility to prepare teachers to support student learning, achievement, and success. Rather than isolate teacher preparation off in the university, TLLSC sets teaching and learning in partner schools and communities. This site-based program provides teacher candidates with extensive opportunities to work alongside expert teachers in urban classrooms in high-need, high-performing schools and community organizations.

Loyola faculty have partnered with schools and community organizations to ensure that teacher candidates gain extensive deep experiences engaging with diverse populations, including students with special needs and those labeled as English learners (ELs). TLLSC ensures that all teachers are prepared to serve all learners, including students from diverse social, emotional, behavioral, cultural, linguistic, developmental and academic backgrounds.

TLLSC is rooted in the belief that teachers must adapt practices, not only in response to classroom situations and student needs, but also to shifts in school wide curriculum and programs, as well as to changes in state and federal policies and procedures. TLLSC aims to prepare teachers to be responsive and adaptive, viewing teacher candidates as beginning professionals from the time they enter the program and fostering their development of reflective learning and leadership skills.

Teacher candidates transfer knowledge and skills when they experience authentic practice with guidance and mentoring. In addition to collaboration with teacher educators from the school, community, and university settings, TLLSC utilizes professional learning communities (PLCs) to foster meaningful collaboration among teacher candidates. Through PLCs within the teacher candidates’ specific areas of specialization (e.g., elementary, secondary and special education), guidance and collaboration among candidates and faculty in similar areas of interest and expertise come together to dialog and learn from one another.

The Teaching and Learning faculty review candidates’ knowledge, skills, and dispositions required for participation in the program and degree completion. An “Abilities and Educational Dispositions” form is completed on any candidate that faculty have concerns.

Clinical Review Guidelines

This extensive practice in the art of teaching, learning and leading under the mentorship of master classroom teachers and the support of university instructors and coaches is the final step in a candidate’s transition into the teaching role.  For two full days each week during the Fall semester candidates will begin the process of co-teaching and planning at their internship site.  The goal of this collaboration will be not only to introduce the candidate to the setting for a stronger transition into the student-teaching portion of the experience to take place five days a week the following Spring, but also to provide the candidate with the access and support necessary in developing and implementing effective instruction.

• Teacher Preparation Internship Handbook (docx)
• Secondary Teacher Preparation Internship Handbook (docx)

Applications must be submitted a year in advance of the semester in which you plan to do your internship.

The deadlines are:

• October 1: Fall/Fall Semester Internship*  
• June 15:  Secondary Education Graduate Candidates completing Spring/Summer Internships*

*Mandatory pre-internship teaching meeting 2 - 3 weeks prior to the application deadline.  Will be notified by e-mail with specific dates and information.  If you cannot attend this meeting, please contact the Director of School and Community Services directly to make alternative meeting arrangements.

**documents are MS Word format