May 20, 2020
NCTR and Partner News

Congratulations to the CREATE Teacher Residency staff.  Based on the exemplary scholarship and service of Georgia State University College of Education and Human Development (CEHD) faculty supported by the CREATE Teacher Residency in Atlanta, the leaders of the CEHD recently funded a Center for Equity and Justice in Teacher Education (CEJTE). Three of the four co-directors of the CEJTE are funded researchers and course instructors for CREATE, and the initiative by the College to fund the Center is a direct result of their work, including that with CREATE. 

Federal Grant Opportunity  

As of May 18, applications are open for The U.S. Department of Education's Office of Elementary and Secondary Education Teacher Quality Partnership Grant (TQP) program!  The purposes of the TQP program are to improve student achievement; improve the quality of prospective and new teachers by improving the preparation of prospective teachers and enhancing professional development activities for new teachers; hold teacher preparation programs at institutions of higher education (IHEs) accountable for preparing teachers who meet applicable State certification and licensure requirements; and recruit highly qualified individuals, including minorities and individuals from other occupations, into the teaching force.

The TQP Fiscal Year 2020 grant competition has an estimated $9,000,000 and anticipates making approximately 12-15 new awards to eligible entities that include:
  • partner institutions 
  • high-need local educational agencies (LEAs)
  • high-need schools served by such LEAs
  • high-need early childhood education (ECE) programs
The Federal Register contains the complete FY 2020 TQP Notice Inviting Applications (NIA) and the deadline for applying to this grant competition is July 2, 2020. A recommended (but not required) Intent to Apply should be submitted to with SUBJECT: Intent to Apply FY 20 by June 3, 2020.

Required grant forms and TQP program checklists are available here. Best wishes for NCTR partners pursuing TQP grants for 2020!
Program Spotlight: Featuring this Year's Residents and Mentors

Alder Graduate School of Education (GSE) began in 2010 as a pilot program of Aspire Public Schools in California.  The program set out to create a pipeline of outstanding educators through an immersive residency model, matching them with a high-performance mentor teacher for a full school year.  Graduates were offered priority hiring, and their familiarity with the school community and culture prepared them to succeed from their first day as an educator.

Today, Alder offers these same services as a graduate school of education, working in partnership with K-12 public schools, districts, and charter management organizations.  Organizing around the specific needs of its partners, Alder creates right-sized pipelines of great teachers, trained in a residency program located in the school system for which they will eventually work.  New teachers are uniquely trained to meet the needs of their students, and partner schools enjoy a pipeline of teachers trained by their best.
Mentor of the Year Nominee

Michelle Faatuai demonstrates a commitment to teacher resident growth and learning by showing up each day ready to provide immediate feedback through real time coaching. A 5th grade teacher and Alder GSE mentor, Michelle provides her resident with the space she needs to learn, and models and makes practice explicit by carving out consistent planning times, gradually having her resident take on more responsibility for that planning. Michelle is in constant communication with her resident about the choices she makes in her teaching practice, promoting inquiry and reflection during debrief conversations and in mentor seminars. She always comes prepared and ready to work with her peers on critical issues, including implementing the work of Zaretta Hammond’s Culturally Responsive Teaching and the Brain. She is a champion and model who does not shy away from a difficult conversation and seeks to hear other perspectives. Always pursuing more knowledge to improve her own practice, Michelle is also dedicated to the teacher residency model, and devoted many hours during her fall and winter breaks to participate in resident interviews.
Resident of the Year Nominee

Steven Pina displays a commitment to student growth and learning day in and day out through his focus on planning for student conceptual understanding in mathematics. As an Alder GSE teacher resident working in a high school, Steven collaborates closely with his mentor to ensure he is using the best teaching strategies to reach his students. Committed to excellence, Steven provided his mentor teacher with a notebook and requested she write down ways to improve his lessons when she observes him teaching. Exceeding program expectations, he comes to all seminars prepared to discuss next steps and solicit feedback. Sharing his gifts within the resident cohort, Steven exemplifies the qualities of a good colleague and peer leader by providing a listening ear and collaborative suggestions. Many fellow residents turn to him for advice and comfort on challenging days. From leading monthly birthday celebrations in seminar to assisting his school’s swim coach during practices, Steven takes initiative to support his colleagues and students. He is a star student, himself, constantly demonstrating leadership skills and the will to better his teaching practice. 
Resources and Connections 
Lift up your peers and tweet about why you appreciate them via @Teacher2Teacher! 
The Ten Minute Teach In podcast recently spotlighted students pursuing new and maybe unexpected skills during remote learning, including Montana high schooler Gail, growing her own garden in quarantine. Previous episodes of this podcast, created by National Geographic Education Fellow and former Kentucky Teacher of the Year Ashley Lamb-Sinclair, and hosted by Colorado teacher Kip Hottman, can be found online and on Spotify.   
In The News
The 5 Urgent Questions Ed. Researchers Can Help Answer Right Now (Opinion)

Given that some in-process education research has now been halted or even made irrelevant, this op-ed by Data Quality Campaign staff analyzes timely ways social scientists can help during COVID-19. “With some additional government and philanthropic funding available, education researchers should turn their focus to helping state leaders find answers to their most pressing questions about supporting the needs of students, teachers, and local school leaders during this crisis.” 
Better School Counselors, Better Outcomes 

Teachers’ partners in serving students, when it comes to academic and social-emotional support, often include a school’s counselors.  But how is school counselor effectiveness related to student success in high school and beyond?  This publication, research by a Harvard doctoral student sourcing Massachusetts data, cites several attributes of school counseling professionals most likely to correlate with student outcomes such as high school graduation, college admission and persistence in college.
Flexibility for Incoming Teachers

As reported by Atlanta news station WGXA, The Georgia Performance Standards Commission has proposed eliminating the edTPA portfolio requirement currently in place for teachers to be licensed in The Peach State, and the proposal is open for public comment through May 30. 

In Illinois, according to
WLDS, Governor Pritkzer’s May 1 executive order included a provision that exempts pre-service teachers from the edTPA requirement, and allows candidates who did not finish their student teaching due to spring 2020 school closures to be certified. 
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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