February 27, 2020
What's New at NCTR?

Nominations Open for Resident and Mentor of the Year Awards
On May 12-14, 2020, NCTR will host its Annual Symposium, a convening of our partners for three days of professional development, networking, skill development, and movement building.

We are excited to seek nominations for our annual Resident and Mentor of the Year awards. Each year NCTR honors an excellent Resident and Mentor teacher from our partner programs for exemplary work.

Nomination forms are available on the NCTR Portal, and must be completed by March 16, 2020. One Resident and one Mentor will be awarded at Symposium in May. 

Please reach out to Kelly Riling at with any questions. 

Black History Month Focus 

Serving Students of Color: Infusing SEL, CLSP, and DEI into Teacher Residencies

How can decades of social and educational scholarship influence Black teachers’ empowerment, and all teachers’ effectiveness, within inequitable systems?  NCTR’s new brief “Infusing SEL, CLSP, and DEI Into Teacher Residencies” decodes these common acronyms and cites key research on the practices employed deliberately by teachers-in-training and their mentors in the teacher residency model.  Almost all (97%) of NCTR residents in partner programs teach in Title I schools, which serve low-income populations that are majority Black, Hispanic, Native American, Asian or multi-racial.

Described as “mutually reinforcing” strategies that can enhance one’s individual interactions with students, and also guide a resident’s overall approach to teaching, Social Emotional Learning (SEL); Culturally and Linguistically Sustaining Practices (CLSP); and Diversity, Equity, and Inclusion (DEI) are more than buzzwords in professional development or policy.  Rather, to NCTR and its partners, SEL, CLSP, and DEI efforts begin with the recognition that young people of diverse backgrounds (especially students of color whose identities intersect with other marginalized groups) need and deserve the advocacy of adults: trusting relationships, cultural affirmation and high expectations; and, an ongoing analysis of institutional barriers that may hold these students back from achieving their potential.


Report Finds Students of Color Have Less Access to Experienced Teachers

In a report released this month entitled Inequitable Inequitable Opportunity to Learn: Student Access to Certified and Experienced Teachers, the Learning Policy Institute (LPI) analyzed the U.S. Department of Education’s Civil Rights Data Collection from 2014 and 2016.  The research found that children in schools with 86%-100% students of color were as many as four times more likely to be taught by an uncertified or inexperienced teacher as students in predominantly white schools. 
LPI’s policy recommendations to address the inequitable distribution of novice teachers include investments in the teacher residency model and the early-career support educators need to thrive in their new profession: 

  • Support high-quality teacher residency programs through increases in state and federal funding.
  • Provide novice teachers with mentoring, support, and other professional learning opportunities.

LPI has come out against the U.S. Education Department’s proposed changes to the Civil Rights Data Collection, which has been conducted every two years since 1968, that would eliminate questions that yield data on teacher experience, staff per-pupil ratios in schools, and more factors that illuminate inequities for students of color in America.

Partner Update

A weekly meetup aims to keep black male teachers in the classroom
Black male teachers account for only 6% of Mississippi’s teacher workforce.  Experts believe better support can help them stay in the classroom.  NCTR partners with the Mississippi Department of Education on the Mississippi Teacher Residency program, currently recruiting its second cohort of teacher residents. 
In the News
Maryland district says retaining Black educators is a challenge of culture and numbers
Baltimore Sun

Carroll County is just 30 minutes outside of racially diverse Baltimore, but its public school system marks only 4% minority educators (2% Black) versus about 28% statewide.  CCPS aims to “move the needle” on attracting and retaining more teachers of color despite lower enrollment in teacher preparation programs in the state.

Training prepares future teachers to recognize trauma in youth
Temple University

Youth Mental Health First Aid, a certification program offered to pre-service teachers at Temple University in Philadelphia (and 20 other institutes of higher education), trains educators to spot signs of trauma and intervene in meaningful ways that support their students’ mental health. 

Does cutting high-stakes testing increase teacher retention?
Education Dive 

This study of Georgia teachers found that the elimination of high-stakes testing did not meaningfully influence most educators’ willingness to remain in their school, district, grade band, or the profession itself. The exception was some new teachers, namely in Grades 1, 2, 6 and 7, who were more likely to remain in their roles once testing was removed. 

Paradise lost? Hawai'i's teacher shortage
Education Writers Association Radio

This podcast examines the Aloha State’s issues with recruiting and supporting its teacher workforce, given Hawai’i’s high cost of living, the state’s culturally diverse student population, and other challenges in this single statewide district (the 10th largest in the U.S.) spread across eight islands. Special reporting in the Honolulu Civil Beat goes deeper into the teacher shortage causes and symptoms.
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.

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