Penn GSE Awarded Grant to Transform Teacher Preparation Through Innovative New Model

A new, two-year $720,000 grant from the William Penn Foundation will support the launch of the Learning Embedded Approach to Preparation and Staffing (LEAPS), an ambitious model that reimagines how teachers learn, grow, and remain in the profession. Built on years of research and deep partnerships with Philadelphia schools, LEAPS creates a new staffing and learning structure that places multiple adults—an experienced Attending teacher, an Early Career teacher, and at least one teacher Candidate—in two or more PreK–4 classrooms, all learning together while centering student outcomes.

A New Vision for Teacher Preparation

LEAPS responds directly to long-standing challenges in the teaching profession: steep learning curves for novice teachers, high turnover—especially in high-poverty schools—and limited opportunities for experienced teachers to advance without leaving the classroom. 

Great teaching doesn’t happen by chance; it’s built through practice, reflection, and expert guidance. Through carefully sequenced learning cycles, candidates develop a deep understanding of children, content, and instruction by working with core classroom routines such as interactive read-alouds, number talks, and writing conferences. After building confidence with these practices, they bring them into real classrooms, where they see firsthand how students think and learn. With targeted coaching along the way, candidates refine their approach and learn how to make these routines effective for diverse learners. This approach not only prepares novice teachers to make a meaningful impact from day one but also offers a powerful model for strengthening the practice of experienced educators over time.

Strengthening Philadelphia’s Teacher Workforce

The pilot will focus on PreK–4 classrooms, aligning with the William Penn Foundation’s emphasis on early learning. Over two years, the project will create and pilot teacher-learning modules and test model staffing designs at partner schools.

Powered by Research and Partnership

The project is led by Penn GSE faculty Sarah Schneider Kavanagh and Patrick Sexton, nationally recognized experts in practice-based teacher education. Their prior work developing practice-based and school embedded models for teacher learning form the backbone of LEAPS.

Penn GSE’s long-running partnerships with the School District of Philadelphia and local charter networks will guide site selection and ensure the model is responsive to school level needs. Principals will play a central role in supporting learning teams and communicating the model’s benefits to families.

A Moment of Opportunity

Interest in innovative staffing models is growing across Philadelphia, particularly through networks such as Elevate 215’s Citywide Talent Coalition and Teach Plus Pennsylvania. LEAPS stands out for its dual focus on student learning and teacher learning, offering a sustainable pathway for teachers to grow professionally while remaining in the classroom.

Looking Ahead

With this $720,000 investment, Penn GSE will pilot a model that could reshape teacher preparation locally and nationally. By integrating rigorous university based learning with deeply supported classroom practice, LEAPS aims to build a stronger, more diverse, and more stable teaching workforce.