Initial Teacher Education (ITE) refers to the structured academic and practical preparation that equips future educators with the skills, knowledge, and experience needed to enter the teaching profession. It encompasses curriculum design, pedagogical modeling, and partnership-based placements, all underpinned by national quality standards. In the UK, these standards are set by the Department for Education (DfE) and assessed through the Ofsted ITE Inspection Framework, which evaluates the intent, implementation, and impact of ITE provision.
While my professional focus has been higher education and instructional design, my contributions align directly with ITE principles through my work training and mentoring educators—those who shape the learning environments of both students and trainee teachers.
Canvas Training Development at UMass Amherst
At UMass Amherst, I led the design and rollout of institution-wide Canvas training for new and transitioning faculty. My approach aligns closely with the spirit and structure of strong ITE programs.
| Ofsted ITE Framework Criterion | Canvas Training Contribution |
|---|---|
| Curriculum is ambitious and carefully sequenced | Training modules scaffolded from basic LMS use to advanced pedagogical strategies, aligning with course design needs. |
| Trainees are taught how to plan and teach lessons effectively | Faculty were equipped with design strategies to structure lessons with clear outcomes and inclusive pedagogy. |
| Providers ensure coherence between centre-based and school-based training | Canvas templates and resources created continuity between online and in-person course components, modeling best practices in blended learning. |
| High-quality mentoring supports trainee progress | Faculty consultations and training sessions modeled effective feedback and mentoring techniques. |
| Trainees are prepared to meet needs of all pupils | Strong focus on accessibility (ADA/WCAG) and Universal Design for Learning ensured inclusive practices were embedded throughout. |
Hybrid Course at Texas State University
At Texas State, I co-led a training course to prepare instructors to teach hybrid, large enrollment classes in specially design active learning classrooms. This course served a dual role: supporting undergraduate learning and functioning as a live demonstration of effective, scalable teaching for peer instructors and teaching assistants.
| Ofsted ITE Framework Criterion | Hybrid Course Contribution |
|---|---|
| Training prepares teachers to adapt teaching to different needs and abilities | Course structure included multiple access paths, scaffolded assignments, and real-time feedback loops. |
| Opportunities for deliberate practice and reflection | Integrated hands-on training and conducted the course in one of the active leaning classrooms for which the instructors were being prepared to use. |
| Quality assurance and curriculum intent are monitored and refined | Continuous feedback was collected from students and peer reviewers to improve learning design in real time. |
| Effective use of technology supports learning | The course modeled active use of Canvas tools, collaborative apps, and flipped instruction techniques. |
| Stakeholder engagement in ITE provision | Teaching assistants and faculty from multiple departments collaborated on the course, creating a shared learning ecosystem. |
What these experiences have taught me is that ITE isn’t confined to formal teacher training programs. It thrives in every initiative where educators are equipped, empowered, and inspired to improve practice—and where quality mentoring is built into the system by design. Whether preparing future teachers or enhancing experienced faculty, the principles of ITE remain the same: clear pedagogy, intentional design, and strategic mentorship.
