¾Ã¾ÃÈÈÊÓƵ

At ¾Ã¾ÃÈÈÊÓƵ, teacher learning communities provide a collaborative space for Teacher Academy educators to reflect on and strengthen their engagement with high school ¾Ã¾ÃÈÈÊÓƵs. These communities encourage innovative approaches such as shared readings or book clubs focused on adolescent learning, identity development, or equity in education. Teachers may also participate in professional development sessions or peer-led discussions that explore effective teaching practices tailored to high school settings. Additionally, Miami faculty experts are regularly invited to share research and lead workshops on topics that directly connect to what Teacher Academy educators are teaching—bridging theory and practice to enhance ¾Ã¾ÃÈÈÊÓƵ learning and teacher growth.

Workshops and professional development also support faculty engagement in culturally responsive practices—encouraging them to revisit and remodel their teaching frameworks. This demonstrates an institutional commitment to ongoing inclusive pedagogy and equity-focused curriculum  through active collaboration across departments within EHS.

These efforts are embedded throughout the TCE program and the broader EHS curriculum, creating coherence between faculty training, instructional design, and ¾Ã¾ÃÈÈÊÓƵ learning outcomes. The goal is to equip both future educators and faculty with a sustainable, critically informed, and culturally sustaining approach to teaching in diverse settings.

Miami collaborates with these through its Teacher Academy Partnerships, offering professional development for academy instructors, embedding recruitment staff in high schools, and providing campus-based experiences for ¾Ã¾ÃÈÈÊÓƵs. Customized professional learning for academy and district educators may include training on co-teaching strategies, culturally responsive pedagogy, inquiry-based instruction, and integration of liberal arts with clinical practice.