Partner Updates

Atlanta’s CREATE Teacher Residency has received a $50,000 grant from the JB Fuqua Foundation to support the development of teacher-leaders through engagement with "iGroup" and "Equity-Centered Critical Friendship" professional learning.

The Association for Advancing Quality in Educator Preparation has awarded full seven-year accreditation to Clarkson University’s Master of Arts in Teaching program. The accreditors noted that program graduates are prepared to work effectively as teachers and that they are able to adapt to different contexts and to grow professionally.


National Association for Alternative Certification is accepting nominations for its 2020 awards recognizing outstanding new educators who were prepared through non-traditional teacher preparation programs. Nominees should be exemplary teachers who show passion and commitment to the success of every student. Each recipient will receive $1,000, a complimentary registration to the annual conference with up to $500 to offset travel expenses, and a complimentary one-year membership in NAAC. More information here.


EdWeek and the New Teacher Center are offering a free webinar, “Combating Teacher Turnover With Professional Supports” on June 27 at 2pm EST. The webinar will consist of a conversation between Jose Dotres, chief human capital officer at Miami-Dade County Public Schools, and Arthur Mills, the chief operating officer with the New Teacher Center. Join in to hear how Miami-Dade structured its induction program to accelerate educator effectiveness, and increase retention and student learning.


A new paper in the journal Educational Researcher has determined that the U.S. Department of Education approved state ESSA plans even after states ignored or defied the department’s feedback on their plans. “This approach has ensured states are realizing the maximum flexibility available through the law, as all state plans were approved, regardless of whether states heeded federal feedback and complied with the law,” the report concludes. The authors also note that states will need to see improved student achievement as a result of standing up to the federal government.
Featured News

Teacher Qualifications Emerge as Major Predictor of Student Achievement

A recent report by the Learning Policy Institute has found that “substandard” teacher credentials such as emergency permits, waivers and intern credentials are “significantly and negatively” correlated with student achievement. Using state ELA and math scores, LPI looked for districts that are excelling with students of color. Researchers then looked deeper into those successful districts and found that teacher qualifications were the most significant school-related predictors of student achievement.

The report, “California’s Positive Outliers: Districts Beating the Odds,” notes that in 2017-18, the Teacher Credentialing Commission authorized more than 12,000 substandard permits and credentials, representing half of the entering workforce in that year. “These underprepared teachers were disproportionately assigned to schools serving the largest shares of students of color and students from low-income families throughout the state,” according to the report’s authors.

In addition, the researchers concluded that the average experience of a district’s teachers was positively associated with the student achievement of African American and Latino students. Researchers analyzed math and ELA performance in districts with significant populations of African American, Hispanic, and white students. Their analysis identified 215 districts where African American, Hispanic and white students are achieving at higher than predicted levels relative to their socioeconomic status. LPI determined the most important within-school factors associated with this achievement were teacher credentials and experience.

In August, LPI is expected to release case studies that will examine the local policies and practices that appear to be contributing to these districts’ success.
In the News
Dallas needs hundreds of good pre-K teachers
The Dallas Morning News
Former Dallas Teacher Residency co-founder Rob DeHaas is helping launch a new program to develop thousands of new pre-K teachers. The program will feature a “clinically rich focus” and will closely collaborate with school districts.
Why the state’s new voucher-like program worries me
A Memphis Teacher Residency graduate argues that the program will benefit wealthier students and fears teachers at private schools won’t have the expertise or training to provide culturally relevant lessons to students of color.
What Will Teacher Raises Buy Students?
The New York Times
The author argues that, if our ultimate goal is to improve student outcomes, then an across-the-board pay raises for teachers is not the best approach.
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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