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What's new at NCTR?

NCTR is at the Nashville Teacher Residency this week with 14 partner programs and 27 attendees from around the country for our annual Instructional Rounds. Over three days, programs will explore Nashville’s approach to mentor teacher development with a focus on how mentors develop resident content knowledge. Participants will also identify next steps for their programs’ continuous improvement. NCTR’s Instructional Rounds help programs improve the systems, procedures and practices that make up an effective teacher residency. NCTR and our partners will be at the East Harlem Teaching Residency Feb. 12-14 for part two of our 2019 Instructional Rounds.
 

This week NCTR kicked off its first Recruitment Roundtable of 2019 with Recruiting and Selecting with an Equity Mindset. Guest speakers Erika Grant, Diversity Recruiter, and Amy Ross, Senior Recruiting Expert, from McKinsey & Company shared their organization's recruiting process with Network partners and explored the following questions:
  • What does equity look like in recruitment and selection of candidates at McKinsey?
  • What recruitment and selection practices are equitable? What biases exist in recruitment processes?  How do we reduce bias in selection?
  • How do we recruit and select with an equity mindset in teacher residencies?
The next Recruitment Roundtable, “Recruiting and Selecting with an Equity Mindset: Lessons from Other Education Non-profits,” will include speakers from Teach for America and Leadership for Educational Equity recruitment teams. To learn about becoming an NCTR Network member and participating in learning experiences like these, email contactus@nctresidencies.org.
HELP WANTED
Come work with us! NCTR is seeking to hire a Director of Programs and Strategy for California. A new position with NCTR, this person will lead our efforts to build and sustain residencies in the state, providing high-quality technical assistance to emerging and existing programs. Read about and apply for the job here.
Featured News

Urban Teacher Residency: A Different, More Durable Model

A new evaluation on the effectiveness of the Urban Teacher Residency at New Visions for Public Schools concluded that the residency is producing highly effective and diverse new teachers who are staying in their classrooms longer and are accelerating achievement among their students.

UTR is a partnership between New Visions for Public Schools, Hunter College, and the New York City Department of Education. Between 2009 and 2014, the program developed and placed over 150 new English, mathematics, science, and special education teachers for some of the city’s highest-need secondary schools.

According to the researchers: “A selective admissions process, a skill- and confidence-building full year in the classroom, built-in accountability—all seemed to have paid off: UTR was increasing the numbers of teachers—effective teachers—in the pipeline.”

Through their research, the evaluators sought to answer three questions:
  • Do UTR teachers improve student achievement?
  • What impact do UTR special educators have on students and schools?
  • Do UTR teachers stay, and why or why not?
On student achievement, researchers concluded that students of UTR-trained teachers outperformed those who had teachers developed through other pathways: “In 27 comparisons of (state test) scores where differences between students taught by UTR- and non-UTR-trained teachers were statistically significant, the UTR group’s performance was higher 89 percent of the time.” Evaluators also found that student achievement grew stronger as UTR-trained teachers gained more experience in the classroom.

When the evaluators looked at special education teachers, they concluded that students who had UTR-trained teachers saw higher attendance rates and earned more credits than those in schools with no UTR-trained teachers. These benefits were especially notable among black and Hispanic students.

Results were extremely positive when it came to teacher retention: “UTR graduates had a lower rate of attrition—by half—than other new (New York City) high school teachers. Retention rates decline slightly over time, but, after six years, close to three-fourths of UTR’s first cohort are still teaching.”

As districts and states struggle to recruit and retain effective teachers—or even, in some cases, hire enough teachers—this report again demonstrates that the teacher residency model is an effective strategy for addressing these pressing issues.  

“Overall, our findings portray a teacher preparation model that, thus far, stands the test of time,” the report concluded.
In the News
Four ways to eliminate minority barriers to entry in teaching
Santa Cruz Sentinel
Increasing access to residency programs is one of the strategies recommended in this editorial.
What's the future of teacher diversity in NC?
WRAL
Of the more than 6,600 undergrads enrolled in North Carolina’s colleges of education in 2016-17, only 126 of them were black men. Part 1 of this story can be read here.
School mentoring programs work best when experienced educators grow alongside new teachers
District Administration magazine
One-on-one coaching can serve as a boot camp for new teachers and a reboot for veterans.
            
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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