Guiding Principles and Key Features of TR@TCTR@TC2 is guided by the larger Teachers College conceptual framework for teacher education programs, which emphasizes inquiry, curriculum, and social justice. With these overarching concepts in mind, TR@TC2 embraces a philosophy of inclusive education, seeking to prepare teachers of all students in schools.
TR@TC2’s philosophy of inclusive education is fundamentally about all students, and more specifically, about the cultural practices of schooling. Consequently, the full spectrum of challenges of contemporary schooling must be attended to, in order to generate transformative action. We interrogate and focus our efforts to actively challenge the many sociocultural, institutional, bureaucratic, and interpersonal ways in which children and their families experience marginalization and exclusion in schools (e.g., on the basis of race, ethnicity, social class, disability, gender, nationality, sexuality, language, religious affiliation, etc.). We simultaneously inquire into how such resistance can be translated into meaningful engagement within existing school systems and school practices in order to affect change.
TR@TC2 aims to support Teaching Residents to embrace the inherent ambiguities of teaching, to fashion their inclusive pedagogies through their own commitments as advocates for all children and youth, curriculum inquiry, reflective practice and the pursuit of social justice; and to conceptualize the work of inclusive educators as the complex, intellectual, and political work that it is.
Four Pillars of TR@TC2
To support the Teaching Resident’s development as inclusive educators, TR@TC2 rests on four instructional "pillars" that are designed to support the development of a foundational set of skills that respond to common needs in schools. These four pillars are:
STEM Literacy and Enrichment
This pillar is designed to build a content knowledge base in STEM (science, technology, engineering, and math) subjects that are critical gatekeepers for college entry. TR@TC2 is fortunate to be collaborating with multiple institutions, who are offer a myriad of resources in this area that can be used to enhance experiences of learning for Teaching Residents and their students.
Instructional Technology and Assistive Technology
This pillar is designed to engage Teaching Residents in thinking about and experimenting with how new media, digital tools and a variety ofhard and software can be used to support and extend (but not supplant) curriculum. Teaching Residents will learn from educators about structures, strategies and supports that can be incorporated into the classroom that will enhance students' abilities to use technology both in and outside of the classroom context.
Universal Design for Learning and Curriculum Development
This pillar is designed to equip Teaching Residents with the skills to use their content knowledge to (1) design and implement, high quality, rigorous and content-rich curriculum; (2) use formative, varied and authentic assessments to continuously gather evidence about students' understanding and progress in order to make instructional adjustments that address gaps and support their learning; (3) ensure multiple access points into the academic curriculum so the all learners can be supported to meet high standards; (4) differentiate instruction through adaptations and modifications designed to meet the needs of English language learners and students with disabilities.
Co-Teaching and Co-Planning across Science, Special Education and English Language Instruction
As the program draws on three teacher education programs and will bring subject teachers and teacher specialists together, Teaching Residents will be guided to develop curriculum collaboratively across content and specialization, working together as co-planners and co-teachers.