A new survey indicates many teachers may not see school administrators as go-to sources for instructional support.
What's new at NCTR?
NCTR associate program directors Sarah Cohen and Rosemary Baker led the Kern Teacher Residency Consortium through an institute in Bakersfield, Calif. last week. Our partners hosted Dr. Sarah Kavanagh, from the University of Pennsylvania, who helped the group define practice-based teacher education, and determine what those practices look like in Kern County.
CREATE Teacher Residency in Atlanta has produced a great, short video about its five-week Summer Resident Academy where residents practice and prepare for the first six weeks of the new school year. Building relationships with students, colleagues and families is one focus of the program.
A randomized controlled trial of the popular “flipped classroom” modelfound “no long term average effects on student learning.” The study, conducted at West Point in math and Economics classes, did find short-term gains in student learning in math, but those were counteracted by an exacerbation of the achievement gap driven by white, male, and higher achieving students.
Teachers turn to colleagues for academic interventions
For academic interventions, 34 percent of teachers reported that they would first ask a colleague for help or ideas to address the problem before they went to a school or district leader. The survey findings are interesting to those working in teacher residencies because of the strong relationships that the model fosters between residents and mentors. This spirit of collaboration, co-teaching and knowledge sharing among professionals is foundational to the residency model.
The survey found that teachers take a different approach when the intervention needed is behavioral and not academic. When teachers need help addressing behavioral issues, they first turn to a school administrator 56 percent of the time. The survey results seem to indicate that many teachers may not see their principals and administrators as go-to sources for instructional support.
Please note that the articles and events in the NCTR E-Blast do not reflect the opinions of our organization, but rather represent information that we believe will be relevant to you and your programs.