Copy

Partner Update

Jose Garza, NCTR’s 2019 Mentor of the Year, is featured in a video on Education Post from 2015 in which he reflects on his role as a first-year mentor teacher through the Alumni Teach Project at the Los Angeles at Partnership to Uplift Communities Schools (PUC). “Having that right disposition and mindset to be a teacher, what’s essential is humility and innovation.”

Professional Development

Teaching Works is hosting its annual Practice-Based Teacher Education Workshop at the University of Michigan School of Education, July 8-10. The workshop will use videos and transcripts in place of field observations in order to create more time for teacher educators to practice teacher education pedagogies. Registration and more information here.
Featured News

Student teachers need more high-quality mentors

School districts and policymakers are seriously underinvesting in the student teaching experience and should do more to ensure that the most effective teachers are acting as mentors to those new to the profession.

According to an analysis by Brookings, student teachers with highly effective mentors during their pre-service training are as effective as third-year teachers when they enter the profession. That jump in early career effectiveness equates to an additional $70,000 in lifetime earnings for each of their students.

Given that the benefits to students academically is so significant, the Brookings authors argue that districts and policymakers should encourage more of their best teachers to become mentors by offering at least $3,500 for the extra work. (They arrived at this figure by concluding that the average third-year teacher makes $3,500 more than the average first-year teacher.) In Washington state, most mentors are paid only about $200 for taking on the role.

However, it’s not just a lack of financial incentive that keeps the most effective teachers from mentoring students, the report notes. “Interviews with individuals responsible for student teachers reveal skepticism that good teachers are also good mentors,” the authors wrote. “Furthermore, some individuals appear to shy away from mentoring because they are uncomfortable with being differentiated from their colleagues.”

The mentor-resident relationship is the key to the residency model, and the average mentor in an NCTR Network program is paid nearly $3,000 for their expertise. Successful residencies also establish strong candidate pipelines to ensure a steady supply of qualified mentors, and they screen for the skills and dispositions that research has determined are key to being effective teacher educators.
In the News
Next Step in Diversity Training: Teachers Learn to Face Their Unconscious Biases
Ed Week
Implicit bias and equity training asks teachers to examine how their own identities have shaped their experiences.
California considers overhauling test of reading instruction for teachers in training
Ed Source
The test has never been aligned to the state’s 2014 ELA framework, and there is no evidence that it contributes to more effective instruction.
California confronts lack of qualified teachers
Capitol Weekly
The state’s recent $125 million investment in residencies and “grow your own” teacher development programs are cited as important strategic solutions.
            
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.

Click here to Subscribe   Forward to a Friend    Click here to Unsubscribe   
1332 North Halsted Street  |  Suite 304  |  Chicago, IL 60642 
Phone: 312-397-8878  |  Fax: 312-397-1418 
www.nctresidencies.org