Loyola University Chicago

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Loyola University Chicago

School of Education

B.S.Ed. Cornerstones

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Teaching, Learning, and Leading with Schools and Communities (TLLSC) Teacher Preparation Program

‌‌Welcome to teacher preparation at Loyola University Chicago! We believe that teachers make a real difference in the lives of children. Research demonstrates that teachers have the greatest impact on student achievement. To meet national, state, and local goals of improving learning outcomes for all students and reducing the achievement gap, teachers require professional knowledge, skills, and dispositions to have an impact on diverse learners in diverse settings. A comprehensive teacher preparation program designed around four key cornerstones, Teaching, Learning, and Leading with Schools and Communities (TLLSC) will prepare future teachers for this important work at Loyola University Chicago.

Cornerstone One:
Partnerships with Schools and Communities

Teacher preparation requires an all hands on deck approach, where university, school, and community partners share the responsibility to prepare teachers to support student learning, achievement, and success. Rather than isolate teacher preparation off in the university, TLLSC sets teaching and learning in partner schools and communities. This site-based program provides teacher candidates with extensive opportunities to work alongside expert teachers in urban classrooms in high-need, high-performing schools and community organizations.

Cornerstone Two:
Teacher Preparation for Diverse Classrooms

Loyola faculty have partnered with schools and community organizations to ensure that teacher candidates gain extensive deep experiences engaging with diverse populations, including students with special needs and those labeled as English learners (ELs).TLLSC ensures that all teachers are prepared to serve all learners, including students from diverse social, emotional, behavioral, cultural, linguistic, developmental and academic backgrounds.

Cornerstone Three:
Authentic Teaching Practices Increase over Four Years

(Engage in teaching – don’t just talk about it!)

We started with the perspective that expertise is not an endpoint, but a process of continual growth, and we accepted that even expert teachers with years of practice undergo a growth cycle of beginning, developing, and mastering as they respond to the dynamic nature of the profession. Teachers must adapt practices, not only in response to classroom situations and student needs, but also to shifts in school wide curriculum and programs, as well as to changes in state and federal policies and procedures. TLLSC aims to prepare teachers to be responsive and adaptive, viewing teacher candidates as beginning professionals from the time they enter the program and fostering their development of reflective learning and leadership skills.

Cornerstone Four:
Participation in Professional Learning Communities

Teacher candidates transfer knowledge and skills when they experience authentic practice with guidance and mentoring. In addition to collaboration with teacher educators from the school, community, and university settings, TLLSC utilizes professional learning communities (PLCs) to foster meaningful collaboration among teacher candidates. Through PLCs within the teacher candidates’ specific areas of specialization (e.g., secondary social studies, early childhood), guidance and collaboration among freshmen, sophomores, juniors, seniors, and faculty in similar areas of interest and expertise come together each semester to dialog and learn from one another.

 Whether you aim to teach early childhood, elementary, secondary, bilingual, or special education, you will move through three phases of field-based sequences and modules across your four years of study,


School of Education
820 N. Michigan Ave., Lewis Towers 11th Floor
Chicago, IL 60611
312.915.6800 ยท SchlEduc@luc.edu

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