Teaching Tomorrow: How Western Governors University Is Redefining Teacher Preparation

Joe Spalding, EdD, Senior Associate Dean and Senior Director of Academic Operations, Western Governors University

Evolving state and national requirements, emerging research on how students learn and the urgent academic needs of children in the wake of the pandemic have forced institutions to reimagine how they prepare the next generation of educators. Recognizing these realities, Western Governors University’s School of Education undertook a comprehensive redesign of its initial licensure programs in elementary, secondary and special education during the 2024-2025 academic year. This transformation was guided by both external mandates and internal commitments to enhance the quality of teaching, informed by research and responsiveness to the challenges of today’s classrooms.

Several key factors necessitated this shift. Changes in accreditation and state authorization standards for educator preparation programs (EPPs) required universities to align programs with updated expectations. Compliance with these benchmarks was required for program approval, demonstrating that the school’s graduates met professional standards.

Teacher preparation today demands evidence-based instruction. Many states now require competencies in the Science of Reading for licensure. Legacy programs in elementary and special education, however, lacked the necessary depth in this content area. In response, the School of Education embedded proven, research-driven strategies into every aspect of its curriculum, ensuring that future educators are fluent in practices shown to improve student literacy outcomes.

Driving change was the profound learning loss experienced by P-12 students nationwide following the COVID-19 pandemic. The 2022 release of the National Assessment of Educational Progress revealed that nearly two decades of progress in math and reading had been erased. Such sobering results highlighted the urgent need for teachers who are not only skilled but also adaptive and ready to meet students where they are. The WGU School of Education concluded that it could not maintain the status quo; instead, it had a responsibility to prepare educators who could address learning gaps with skill and confidence.

Finally, advances in the drawing on neuroscience, cognitive psychology and educational psychology have offered powerful insights into how all students can thrive. These findings underscore that learning potential is not fixed but can be developed when instruction is designed to align with how the brain acquires and processes knowledge. Older programs, not extensively grounded in this research, risked leaving teacher candidates ill-prepared to harness this knowledge in practice.

The redesigned curriculum is oriented around preparing and graduating well-equipped new teachers to improve the quality of teacher instruction in P-12 schools across the nation. Our School of Education’s redesigned curriculum preserves the strongest elements of existing programs while also introducing meaningful innovations.

Simulated classroom experiences (in partnership with learning providers such as Mursion) and integrated instructional enhancement and intervention remain hallmarks of the School of Education experience, with the new programs providing more targeted assistance around clinical experiences. Teacher candidates receive additional opportunities to practice in lower-stakes environments, including early clinical experiences, supported by assigned clinical coaches who offer guidance throughout the licensure program and its related clinical components.

Similarly, course monitoring has been intensified to ensure continuous improvement. Faculty and staff now employ multiple pathways to surface feedback, including recurring meetings with faculty leadership post-launch to review outcomes associated with the new courses. This iterative approach extends beyond coursework, encompassing wrap-around support for both students and the faculty teams implementing these changes.

“The curriculum follows a spiral design, allowing candidates to revisit and deepen their understanding of core concepts as they progress through their studies.”

At the same time, key elements of the programs shifted to better align with research and practice. Courses are now explicitly structured around the science of learning, incorporating the latest findings on how students acquire knowledge and skills. The curriculum follows a spiral design, allowing candidates to revisit and deepen their understanding of core concepts as they progress through their studies.

Experiential learning has also been expanded and embedded earlier in the program. Teacher candidates gain meaningful, hands-on practice in school environments from the beginning of their studies rather than waiting until the end. Clinical experiences have been redesigned to provide more authentic preparation, while simulations allow candidates to practice and refine teaching strategies before applying them in real classrooms.

The decision to redesign WGU School of Education’s teacher preparation programs underscores a proactive commitment to preparing educators for the realities of today’s classrooms. Accreditation standards, the demand for evidence-based practice, the urgency of pandemic-related learning loss and advances in the science of learning all pointed toward the need for significant change for EPPs. The result is a set of programs that balance continuity with innovation: maintaining the supportive environment that our school is known for, while embedding research-driven curriculum, more intentional clinical practice and systems of continuous improvement.

WGU’s comprehensive redesign is proof that educator preparation programs can evolve without losing their core mission. Now is the time for all programs to examine their curricula through the same lens, anchored in research, responsive to today’s challenges and relentlessly focused on student outcomes. By working collectively, we can ensure every new teacher enters the classroom ready to transform learning for every student.

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