ABSTRACT
This chapter deals with a brief description of learning theories and research that underpin supportive structures. It describes a variety of supportive structures offered by exemplary programs for each phase of development: pre-program, in-program and post-program and offer recommendations for differentiated support for candidates, participants, and graduates who hold identities that have been underserved in education. The chapter provides the suggestions for reviewing current supportive structures, assessing their effectiveness, and planning for revisions or additional supportive structures. Preparation programs and school districts that employ a culturally responsive lens to craft learning experiences and supportive structures use this same lens to assess program outputs and outcomes. The chapter examines cohort models and other forms of communities of practice have been incorporated into preparation programs for decades and have a deeper research base than some of the supportive structures. Intentionally designed supportive structures can ensure consistent opportunities to learn and to be supported by university supervisors, coaches, and mentors for all candidates.
