The author of this paper proposes a framework for thinking about a curriculum for teacher learning over time. She points out that this would create more coherent and connected learning opportunities for teachers as it links initial preservice preparation to new teacher induction and new teacher induction to continuing professional development. "The paper is organized around three questions: (a) What are the central tasks of teacher preparation, new teacher induction, and early professional development? (b) How well do conventional arrangements address these central tasks? (c) What are some promising programs and practices at each stage in the learning to teach continuum that promote standards-based teaching and enable teachers to become active participants in school reform?"
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