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Prepared to Teach
 

Prepared To Teach works across the country to solve a key problem in education: making sure everyone who wants to be a teacher can afford to attend a quality preparation program.

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  • Towards a National Definition of Teacher Residencies by Pathways Alliance, Prepared To Teach, and National Center for Teacher Residenices

    Towards a National Definition of Teacher Residencies

    Pathways Alliance, Prepared To Teach, and National Center for Teacher Residenices

    The Pathways Alliance has developed this definition of teacher residencies to help clarify the field's use of the term. Our intention with this document is to support local partnership discussions about residency design and improvements and to provide state, regional, and federal leaders with a condensed yet thorough definition to guide policies that can support high-quality residencies to attract, prepare, and retain a robust and diverse teaching workforce.

    The initial draft was co-constructed by the Teacher Residency Working Group, a collaborative group of Pathways Alliance members with expertise in residency development, support, and research. To inform and revise this definition, the working group sought input from other Pathways Alliance members and over 40 external groups and leaders — including districts, preparation programs, state education departments, and national professional and advocacy groups.

  • Communications Guide Version 1.0 by Prepared To Teach

    Communications Guide Version 1.0

    Prepared To Teach

    This guide is focused on messaging about teacher residencies. It provides recommendations about branding, visual, narratives, and social media.

  • Website Review Guide by Prepared To Teach

    Website Review Guide

    Prepared To Teach

    This deck shares examples of strong teacher residency websites.

  • A Path to Equity: Solving New York's Teacher Turnover & Quality Challenges by Prepared To Teach, Bank Street College

    A Path to Equity: Solving New York's Teacher Turnover & Quality Challenges

    Prepared To Teach, Bank Street College

    This white paper frames both the case for and an approach to addressing persistent teacher quality, diversity, and turnover challenges in the State of New York. A growing set of research and promising practice informs the report, which is intended to offer a high-level understanding of the complexities around how the economics of teacher preparation both drives educational inequities and can be shifted to promote educational quality and equity by investing in funded teacher residencies.

  • A Primer for Incorporating Pre-Service Co-Teaching Into Teacher Residencies by Prepared To Teach, Bank Street College

    A Primer for Incorporating Pre-Service Co-Teaching Into Teacher Residencies

    Prepared To Teach, Bank Street College

    Pre-Service co-teaching – where teacher candidates engage as co-teachers during student teaching – is a strong instructional model, especially when combined with yearlong teacher residencies. This brief features a combination of resources, ideas, and activities that can help your preparation program/school district partnership create a shared understanding of pre-service co-teaching.

  • Federal Funding for Aspiring Teachers: An Investment in the Nation's Future by Prepared To Teach, Bank Street College

    Federal Funding for Aspiring Teachers: An Investment in the Nation's Future

    Prepared To Teach, Bank Street College

    This concept paper is a high-level overview of the case for and a pathway to achieve universal residencies across the nation created to inform policy discussions at the U.S. Department of Education.

  • Registered Apprenticeship Programs and Teacher Residencies: Building Shared Understandings Between Workforce Development and Education by Prepared To Teach, Bank Street College

    Registered Apprenticeship Programs and Teacher Residencies: Building Shared Understandings Between Workforce Development and Education

    Prepared To Teach, Bank Street College

    This brief is the first in a series exploring principles that Prepared To Teach has surfaced as helpful for designing Registered Apprenticeship Programs for teacher residencies to promote and support high-quality teacher preparation systems. Sign up for our monthly newsletter for future releases.

  • Teacher Preparation Programs and Teacher Candidates Supporting Staffing Needs During COVID-19 - Program Highlights by Prepared To Teach, Bank Street College

    Teacher Preparation Programs and Teacher Candidates Supporting Staffing Needs During COVID-19 - Program Highlights

    Prepared To Teach, Bank Street College

    A compilation of programs from across the Prepared To Teach National Learning Network that have creative staffing models that directly address staffing and substitute teaching shortages.

  • Dollars and Sense: Federal Investments in Our Educator Workforce by Karen DeMoss

    Dollars and Sense: Federal Investments in Our Educator Workforce

    Karen DeMoss

    Supporting aspiring educators during preparation is essential. The field is ready to embrace shifts that will make teacher preparation more uniformly strong, sustainable, and equitably accessible—investments in preparation will make such shifts possible. This report makes the case for a renewed commitment to excellent teacher preparation, made possible by federal investments.

  • Simple Shifts: Paying Aspiring Teachers with Existing Resources by Hannah Dennis and Karen DeMoss

    Simple Shifts: Paying Aspiring Teachers with Existing Resources

    Hannah Dennis and Karen DeMoss

    Reallocation helps partnerships redesign work roles to better support preparation efforts and to allow candidates to earn compensation during their clinical practice. Simple Shifts shares ways in which residents can bring value to the classroom and how districts and programs have leveraged the skills of aspiring teachers.

  • The Residency Revolution: Funding High-Quality Teacher Preparation by Hannah Dennis and Karen DeMoss

    The Residency Revolution: Funding High-Quality Teacher Preparation

    Hannah Dennis and Karen DeMoss

    (Re)Investment helps districts find ways to make shifts that can permanently embed residency funding into local budgets. The Residency Revolution is about identifying and maximizing the savings that a high-quality residency program can bring to a district.

  • The Affordability Imperative: Creating Equitable Access to Quality Teacher Preparation by Hannah Dennis, Karen DeMoss, and Divya Mansukhani

    The Affordability Imperative: Creating Equitable Access to Quality Teacher Preparation

    Hannah Dennis, Karen DeMoss, and Divya Mansukhani

    This report is one of three case studies on the "3Rs of sustainably funded teacher preparation" (reallocation, reduction, and reinvestment) developed by Prepared To Teach. This case focuses on reduction—the strategies and stories inside are intended to help universities maximize access to financial aid sources and minimize costs associated with quality programs.

  • Program Cost Tool by Amie Kaufenberg and Prepared To Teach, Bank Street College

    Program Cost Tool

    Amie Kaufenberg and Prepared To Teach, Bank Street College

    For a comprehensive look at a preparation program budget, this Excel-based tool will estimate five years of costs and potential savings to assist in your immediate and long-term planning. Administrators or program leaders might find this especially helpful for considering shifts in teacher preparation programming. See the introduction document for guidance on how to use.

  • #MoreLearningLessDebt: Voices of Aspiring Teachers on Why Money Matters by Divya Mansukhani and Francheska Santos

    #MoreLearningLessDebt: Voices of Aspiring Teachers on Why Money Matters

    Divya Mansukhani and Francheska Santos

    This report delves into a 2019-2020 survey that Prepared To Teach conducted at twelve institutions across seven states and explores aspiring teachers’ financial burdens with a specific focus on the link between said burdens and the desire for strong teacher preparation programs that include clinical practice. Learn about the many daily anxieties that aspiring teachers face, the difficult choices they are often forced to make in order to pursue their passion for teaching, and the impact this has on the quality and diversity of teacher candidates. Finally, find out why the future of the teaching profession depends on improving access to quality preparation programs by ensuring that aspiring teachers are supported financially in their journey to becoming the best-prepared educators they can be.

  • Aspiring for More: Deeper Partnerships for Sustainable Residencies by Zachary Paull, Karen DeMoss, and Divya Mansukhani

    Aspiring for More: Deeper Partnerships for Sustainable Residencies

    Zachary Paull, Karen DeMoss, and Divya Mansukhani

    Aspiring for More: Deeper Partnerships for Sustainable Residencies shares lessons learned from 12 university/school district sites as they implemented teacher residency programs during the 2019-2020 school year. Sites began their programs in 2019, after a year of development and co-construction activities led by Prepared To Teach, and contributed to a national learning network. The report focuses on findings from this work in six domains: sustainability, partnership development, program redesign, supporting school improvement, mentor development, and resident learning. Learn more about the residency implementation process in different contexts and the key takeaways for universities and districts looking to establish a sustainable residency program.

  • A Path to Equity: Solving New Mexico's Teacher Turnover Challenges by Prepared To Teach, Bank Street College

    A Path to Equity: Solving New Mexico's Teacher Turnover Challenges

    Prepared To Teach, Bank Street College

    This memo discusses New Mexico's need for shifts in teacher preparation structures and options to meet Yazzie/Martinez requirements. New models of sustainable, affordable teacher residencies that can provide New Mexico the teaching workforce its students need are outlined.

  • ARP Webinar Slide Deck by Prepared To Teach, Bank Street College

    ARP Webinar Slide Deck

    Prepared To Teach, Bank Street College

    Slide deck for Prepared To Teach webinar on May 17th, 2021.

  • District ARP ERRA Funds by Prepared To Teach, Bank Street College

    District ARP ERRA Funds

    Prepared To Teach, Bank Street College

    This document contains ideas for districts to leverage ARPA funds.

  • ESSER Logic Model for Teacher Residencies by Prepared To Teach, Bank Street College

    ESSER Logic Model for Teacher Residencies

    Prepared To Teach, Bank Street College

    This document provides support for Local Education Agencies (LEAs) who might wish to use their Elementary and Secondary Emergency Relief (ESSER) Funds to develop teacher residency programs. Residencies are explicitly allowable under federal guidance, as they can address both immediate COVID-19 learning opportunity gaps and help districts "build back better" by diversifying the teaching force, reducing turnover, and improving outcomes. The logic model above is part of the new resource that LEAs can use to complete their required ESSER plans.

  • Expert Report by Prepared To Teach, Bank Street College

    Expert Report

    Prepared To Teach, Bank Street College

    Please do not cite without permission. Contact Karen DeMoss (kdemoss@bankstreet.edu) for information.

    This report offers a comprehensive review of literature on teacher quality as it relates to preparation, culminating with an analysis of New York State certifications and a policy solution to improve teacher quality and retention in New York City schools

  • Exploring District Investments in Residencies by Prepared To Teach, Bank Street College

    Exploring District Investments in Residencies

    Prepared To Teach, Bank Street College

    This one-page document illustrates ways school districts can adjust existing funding streams to support teacher candidates during their residency year. Examples of include substitute teaching days for residents, professional development opportunities, and co-teaching alongside mentor teachers.

  • Forming and Sustaining an Advisory Group by Prepared To Teach, Bank Street College

    Forming and Sustaining an Advisory Group

    Prepared To Teach, Bank Street College

    This slide deck outlines the basics of forming an effective advisory group to develop a strong residency partnership. By developing trust and collaborating on shared, mutually beneficial work, advisory groups can support both short-term and long-term partnership goals. The presentation includes supplementary notes on many slides.

  • Guidance: Resident Expectations and Agreements by Prepared To Teach, Bank Street College

    Guidance: Resident Expectations and Agreements

    Prepared To Teach, Bank Street College

    This document outlines expectations that residency programs might want to make explicit for those who will be enrolling in the residency. Many of these considerations also would be included in formal agreements between individual residents and preparation partnerships, for example when residents must agree to serve as teachers in a district in exchange for receiving funding during the program.

  • Integrating Residencies into Substitute Teaching by Prepared To Teach, Bank Street College

    Integrating Residencies into Substitute Teaching

    Prepared To Teach, Bank Street College

    This one-page document illustrates the possibilities and benefits of having residents take on substitute teaching roles in a district. Dollars previously allocated to substitute teaching can be redirected toward candidate stipends while substitute teaching needs are largely met by the cohort of residents.

  • Preparation Program and District Partnership Agreement Considerations by Prepared To Teach, Bank Street College

    Preparation Program and District Partnership Agreement Considerations

    Prepared To Teach, Bank Street College

    This document outlines key considerations to keep in mind when building a residency partnership. Articulating agreements can help clarify the responsibilities of each party—programs and schools or districts—as well as foster a shared understandings of the mutual goals and responsibilities the partnership wishes to embrace. Agreements can remain informal or can form the basis for a formal Memorandum of Understanding (MOU).

 
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