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Research

The preliminary results of The New Teacher Center’s federal i3 Scale-Up grant found the center’s professional development for mentors was effective in boosting the math scores among students whose teachers were mentored through the program.
 



Over the past decade, Tennessee has toughened standards for teachers and students, overhauled professional development, and strengthened the capacity of teachers and principals to lead school improvement. A recent study by Brown University says the effort is paying off with substantial improvement among the state’s teachers and steady gains in student achievement.

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Featured News

Residencies score big in federal grant competitions

Late last month the U.S. Department of Education announced the winners of two grant programs that support the training and development of high-quality, effective teachers, along with other innovative programs. Combined, the Teacher Quality Partnership (TQP) and the Supporting Effective Educator Development Grants (SEED) will send $50 million in FY18 to programs that will support approximately 12,000 teachers and 1,300 principals.

Across both the SEED and TQP winners, nearly 40 percent were either teacher residency programs or projects with strong clinical preparation components. These programs will see funding in excess of $53M over the next three years. Five NCTR partners won substantial grants: Alder Graduate School of Education partnering with Boston Plan for Excellence; Virginia Commonwealth University; California State University, Bakersfield; and the Saint Paul Urban Teacher Residency Program.

That so many residencies – and programs with hallmark characteristics of residencies – were funded speaks to the momentum of the model and the recognition among policymakers that residencies are a powerful strategy to tackle many of the issues confronting teaching, said Tamara Azar, NCTR’s chief external relations officer.

“States and districts understand that the problems of teacher quality, retention and diversity are intertwined, and they see residencies as a way to address them while also keeping student achievement front and center,” Azar said. “These SEED and TQP winners will provide important new evidence that residencies are a better way to prepare teachers for high need schools and districts.”

A breakdown of the SEED and TQP residency and clinical prep winners:

Alder Graduate School of Education, $7.1M: Alder and the Boston Plan for Excellence propose to coordinate mentor and resident roles in order to solve the tension between the teacher candidate's need to practice classroom teaching, and the student's need for high-quality teaching.

Broward College, $2.5M: Broward College’s Teacher Preparation through Residency Experience and Practice includes diverse recruitment efforts, early field experiences, contextualized curriculum, a one- year undergraduate residency program, and an intensive individualized two-year induction program.

California State University, Bakersfield, $5M: The Citizen Scientist Residency Pathway will work with three teacher residencies to prepare nearly 500 new STEM teachers over the next five years.

California State University, Sacramento, $3.5M: The STEM POWER curriculum focuses on detailed analysis of high leverage teaching practices and uses cycles of rehearsal, analysis, and feedback to support prospective teachers in becoming highly effective new teachers for urban settings.

Fresno Unified School District, $4.7M: In partnership with Fresno Pacific University, will establish the Fresno Teacher Residency Program with an emphasis on STEM and computer science education.

New Teacher Center, $9.6M: Select teachers will participate in NTC’s professional learning in order to provide an improved clinical experience for preservice teachers.

Saint Paul Urban Teacher Residency Program, $2.7M: The model is based on the NCTR Standards for Effective Residencies and incorporates the characteristics of successful programs and other elements.

SUNY at Buffalo Teacher Residency Program, $2.7M: Mentor teachers and specialist coaches will be prepared to provide feedback through the evidence based model designed by the St. Cloud Academy for Co-Teaching and Collaboration.

Three Rivers Teacher Quality Partnership, $4.7M: All residents will spend 60 percent of each day in classrooms with their mentor teacher learning how to become effective instructors. The remaining time will be spent completing coursework requirements for their graduate degree.

University of Central Florida Board of Trustees, $3M: The project will develop, implement, evaluate, and disseminate an Enhanced Preparation Model that incorporates evidence-based, culturally relevant practices, including social/emotional supports, within an enhanced, school-based partnership model of educator preparation and clinical experiences.

University of Wisconsin–Madison Special Education Teacher Residency Program, $2.6M: A 14-month graduate program that includes a 10-month teaching residency in high-need districts and a two-year induction and professional development program.

Virginia Commonwealth University, $5M: VCU, home of the RTR (Richmond Teacher Residency) will prepare an additional 200 highly-effective new teachers for the school districts serving Richmond, Petersburg, Henrico and Chesterfield.
In the News
‘I was quickly overwhelmed’ — The case for mentoring new instructors
Hechinger Report
What if, instead of leaving new teachers to fend for themselves and figure everything out on their own, we tapped into the expertise of their colleagues?
Lessons Lost: High student mobility in Milwaukee stalls achievement
Milwaukee Journal Sentinel
The newspaper’s analysis suggests the sheer volume of student churn may be undermining the academic achievement goals of the city’s school choice program. 
            
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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