Curriculum

The curriculum of the Day School Teaching Residency (DSTR) is divided into three interconnected strands that span the length of the two-year program. While these strands bear credit as traditional courses, students experience the curriculum as a unified whole rather than through isolated courses.

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Strand 1:

Teaching and Learning

Fellows study cognitive science, learning theories, educational technology, and curriculum design. This strand builds upon the idea that different strategies and approaches are appropriate to instruction based upon a specific discipline or field of study while acknowledging the central nature of intellectual development to the missions of the participating day schools. Fellows reflect on their particular teaching fields as well as reviewing relevant research and case studies plus considering emerging knowledge of adolescent cognitive and social development. Fellows apply these theories in practice through work in their classrooms.

Strand 2:

History, Culture, and the Social Context of Day Schools 

Fellows study the history and sociology of education in the U.S., with particular attention to day schools. Fellows acquire lenses for understanding the culture, tradition, rituals, and daily routines, as well as the explicit and hidden curricula of their home institutions. They examine their role in the larger society and learn to think about their school and their own roles in historical and sociological terms. Special emphasis is placed on examining the public purpose of independent schools including the relationship to the broader community and public education.

Strand 3:

Reflective Practice

Fellows are supported in developing an inquiry stance toward their practice, as they are encouraged to constantly reflect on and improve their teaching. Fellows learn how to collect and analyze data to inform their practice and learn about the importance of professional learning communities. As part of this strand, fellows develop and reflect upon their personal philosophy of teaching and learning. This strand builds toward the culminating project for the master’s degree, where fellows conduct an inquiry project to examine a particular question that emerges from their teaching practice.