Teach For America
For Development Of A Scalable Model For Identifying Deeper Learning In Instructional Practice
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Amount$350,000
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Program
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Date Awarded11/15/2011
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Term24.0 Months
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Type of SupportProject
Overview
Teach For America”“Bay Area proposes to define and codify a deeper learning instructional approach in order to enhance professional development, improve hiring strategies, and ultimately achieve better student outcomes. After identifying a set of indicators for deeper learning competencies, the organization will assess its corps members’ performance in the Bay Area. The rationale is that those teachers who best demonstrate these competencies in their own lives are most likely to teach them to their students.
About the Grantee
Grantee Website
www.teachforamerica.org
Address
315 West Thirty-sixth Street, Sixth Floor, New York, NY, 10018, United States
Grants to this Grantee
for work that connects deeper learning instructional strategies to Teach For America practices
Teach For America”“Bay Area is a regional site of the national nonprofit organization that trains recent college graduates and professionals to teach for at least two years in low-income communities. This grant would help TFA”“Bay Area continue its Foundation-supported work to design curricular tools, evaluate deeper learning rubrics, plan for teaching deeper learning within the context of the Common Core, and pursue opportunities for scale. This work will show how school networks can use new state assessments to improve the teaching of deeper learning.
For development of a scalable model for identifying deeper learning in instructional practice
Teach For America”“Bay Area proposes to define and codify a deeper learning instructional approach in order to enhance professional development, improve hiring strategies, and ultimately achieve better student outcomes. After identifying a set of indicators for deeper learning competencies, the organization will assess its corps members’ performance in the Bay Area. The rationale is that those teachers who best demonstrate these competencies in their own lives are most likely to teach them to their students.
