Deans for Impact

06/02/2026

Last month, we gathered four Texas ed-prep programs—Angelo State University, Sul Ross State University, Texas Southern University, and UTRGV - The University of Texas Rio Grande Valley—to close out the inaugural year of the Texas Early Literacy Network (TEL), a statewide initiative launched in June 2025 to strengthen how teacher candidates are prepared to teach reading using proven, research-based methods.

The end-of-year convening was an opportunity to recognize what’s possible when EPPs learn alongside each other. Highlights included:

🎉 Celebrating measurable growth in teacher-candidates’ foundational literacy knowledge and skills
📊 Using teacher-candidate data to drive program improvements
📚️ Aligning on resources and programming for the upcoming academic year

One of the most meaningful aspects of the convening was centering the voices and experiences of aspiring teachers, who are the heart of this work. ASU teacher-candidate Taylor Sublett shared a powerful message with faculty about the impact of their work:

"The things that faculty members in this room teach future educators ripples outwards into hundreds and even thousands of classrooms and our students' lives… You aren't only teaching college students like myself, you're shaping future teachers who will then go out and shape future readers."

Faculty also got to experience the work firsthand, working through the same literacy case studies their candidates engage with. These experiences helped build trust and a common language around literacy instruction, which makes this network so valuable.

Looking ahead, TEL’s goals for next year are focused on increasing candidates’ foundational literacy knowledge, improving their performance on state certification exams, and deepening the community of practice across all four EPPs.

Read Sublett’s reflections on what her preparation means for her future students: https://www.deansforimpact.org/about/news-and-blog/2026/05/29/a-future-teacher-reflects-on-the-power-of-strong-literacy-preparation

05/28/2026

What does the future of teacher preparation actually look like, and how do we get there?

On our “Hand in Hand, Place to Place” podcast, our CEO Valerie Sakimura and guests Lennon Audrain (Next Education Workforce Initiative, Arizona State University), Sarah Johnson (Relay Graduate School of Education), and Jim Meadows (Washington Education Association) dig into how must evolve to meet the rise of new technology, shifting workforce needs, and funding pressures, without losing sight of what remains constant: how students learn.

Tune in here: https://deansforimpact.org/podcast

05/27/2026

“There’s no question that moves toward evidence-based teaching practices are happening, especially in literacy, and in a more limited way, in math; what remains unclear is the scale.”

In a recent Substack article, journalist Holly Korbey examines the pockets of progress and hurdles that teacher-preparation programs across the U.S. are experiencing around embedding cognitive science into future teacher training.

Korbey also spotlights DFI's decade of work supporting programs to center the science of learning in teacher education and highlights our recently updated report, The Science of Learning, Second Edition. In a video interview, our CEO, Valerie Sakimura, shares how DFI is shaping policies that ground instruction in evidence-based practices, so that every future teacher can walk into a classroom equipped with a deep, scientific understanding of how students learn.

Read the article here (free with Substack app):

After a decade of working with teacher prep programs, Deans for Impact looks to expand its reach

05/26/2026

We're looking forward to being in D.C. next week for alongside our co-sponsors, AACTE American Association of Colleges for Teacher Education, and the National Center for Teacher Residencies.

We’re excited to partner with policymakers and leaders to scale research-based approaches to educator workforce development nationwide.

Some Washington Week program highlights include:

✔️ Policy and media training for advocates at every level
✔️ A deep dive into the appropriations process
✔️ Sessions on the Administration's actions on federal grants, research, and apprenticeships
✔️ State team preparation for Day on the Hill
✔️ A Day on the Hill with meetings in House and Senate offices
✔️ Featured speakers from the U.S. Departments of Education and Labor

Whether you're new to advocacy or a seasoned voice in the field, Washington Week is an opportunity to develop your advocacy skills, connect with peers, and ensure policymakers hear directly from the leaders who are closest to this work.

View the full agenda and register by May 29: https://aacte.org/events/washington-week/

We can't wait to see you there!

05/21/2026

What does teacher preparation need to change today to meet the needs of tomorrow’s students?

In the final episode of our , our Executive Director, Valerie Sakimura, sits down with Lennon Audrain (Next Education Workforce Initiative, Arizona State University's Mary Lou Fulton College for Teaching and Learning Innovation), Sarah Johnson (Relay Graduate School of Education), and Jim Meadows (Washington Education Association) for an honest conversation about future-proofing .

Together, they dig into the shifts programs need to make today, from diversifying pathways into teaching, to testing what actually works in real classrooms, to making the case for sustained research funding.

Listen to the full episode here: https://deansforimpact.org/podcast

05/19/2026

Today, we’re thrilled to release The Science of Learning, Second Edition!

Teaching is changing fast. As AI, new technologies, shifting staffing models, and evolving curriculum are reshaping what it means to prepare educators for today’s classrooms, one thing remains constant: how learning happens.

distills decades of cognitive science research about how students learn, and explores how attention, memory, practice, and motivation work together to build lasting knowledge. The second edition builds on the original 2015 edition with:

- Updated research from the last 10 years
- Potential pitfalls teachers should be aware of
- Guidance on supporting students to self-regulate their learning

Grounding teaching in the science of learning ensures that every educator enters the classroom with the knowledge, skills, and judgment to foster deep and durable learning experiences as they navigate change, including changes we cannot yet predict.

Download the report here: https://www.deansforimpact.org/tools-and-resources/the-science-of-learning

Read the announcement: https://www.deansforimpact.org/about/news-and-blog/2026/05/19/deans-for-impact-releases-new-edition-of-the-science-of-learning

05/18/2026

is only two weeks away! We’re looking forward to convening teacher-preparation leaders from across the country for learning and advocacy in partnership with AACTE American Association of Colleges for Teacher Education, and the National Center for Teacher Residencies.

This year’s featured speakers include U.S. Representative Lucy McBath, Assistant Secretary Kirsten Baesler from the Office of Elementary and Secondary Education at the U.S. Department of Education, Senior Advisor Amber Northern from the Office of the Secretary, and Acting Administrator Megan Baird from the Office of Apprenticeship at the U.S. Department of Labor.

Together, they represent the congressional, federal education, and workforce perspectives that are actively shaping national conversations about teacher pipelines, program funding, and the future of pathways into teaching.

For leaders, Washington Week is a rare opportunity to hear directly from federal and congressional voices and to elevate the perspectives of your programs and practitioners into those conversations.

Learn more and register by May 29: https://aacte.org/events/washington-week/

05/12/2026

We’re excited to kick off on June 1!

This year, we are partnering with the AACTE American Association of Colleges for Teacher Education and the National Center for Teacher Residencies to bring teacher-preparation leaders to Capitol Hill to champion instructionally-focused, practice-based, and accessible pathways into teaching.

For leaders, this is a powerful opportunity to elevate your perspective, engage directly with policymakers, connect with peers, and advocate for a stronger, more sustainable educator workforce.

Register by May 29. We hope to see you there!

https://na.eventscloud.com/ereg/index.php?eventid=861884

05/11/2026

Senator Chuck Grassley (R-Iowa) and Senator Jack Reed (D-Rhode Island) recently introduced the TEACH Improvement Act, a bipartisan bill that will increase financial support for aspiring teachers, reduce the number of grants converting to loans, and strengthen accountability for the institutions that prepare them.

Since 2008, the TEACH Grant Program has disbursed more than 400,000 grants to undergraduate and graduate students pursuing teaching credentials. DFI’s Executive Director, Valerie Sakimura, is among several leaders voicing support for the bill’s efforts to strengthen the teacher workforce.

“The TEACH Improvement Act is an important step toward making high-quality pathways into teaching more accessible… its focus on high-quality preparation through hands-on experience, effective coursework, and ongoing mentorship will help more teachers enter the classroom ready to support student success.”

Deans for Impact is proud to endorse this bill alongside a broad coalition of higher education organizations, including the University of Northern Iowa, the American Association of State Colleges and Universities (AASCU), the National Center for Teacher Residencies (NCTR), AACTE American Association of Colleges for Teacher Education, the National Association of Independent Colleges and Universities (NAICU), and the American Council on Education (ACE).

Read how this bill will expand opportunities for aspiring teachers:

Click HERE for audio WASHINGTON – Sens. Chuck Grassley (R-Iowa) and Jack Reed (D-R.I.) introduced...

05/06/2026

At Research ED NYC this past weekend, we gave attendees an early glance into the second edition of The Science of Learning, our seminal report translating principles to implications for teaching, planned for release later this month.

Our new report includes updates that reflect the most current research in cognitive science and identifies six key questions about learning that should be relevant to nearly every educator:
1. How do students understand new ideas?
2. How do students learn and retain new information?
3. How do students solve problems and transfer learning to new contexts?
4. What motivates students to learn?
5. How do students become self-regulated learners?
6. What are common misconceptions about how students think and learn?

Following the release of the report, we will also publish companion field guides. Subscribe to our newsletter to access these resources as soon as they come out:

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