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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A Transformative Opportunity for New York State
Bank Street College of Education
Funded, yearlong teacher residencies save money and improve schools. To fund every new teacher in New York at a rate of $20,000, the total cost would be $440,000. Within 5-7 years, teacher turnover would reduce by two-thirds. Resource reallocation plus cost savings from retention would pay for most or all of the state's future needed teacher pool.
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Making Teacher Preparation Policy Work
Bank Street College of Education
Making Teacher Preparation Policy Work is the fifth public report from Prepared To Teach. This policy-focused report shares lessons from New York's clinically-rich preparation pilot including principles for policy to support funded teacher residencies in New York and beyond.
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Prepared To Teach National Network
Bank Street College
A two page summary of the Prepared To Teach National Network of teacher residencies.
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Money Matters
Bank Street College of Education
This short document summarizes the research supporting a unified P-20 system and how teacher residencies can bring us closer to achieving that goal.
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New York State Root Causes
Bank Street College of Education
When teachers quit, education fails. Teacher residencies can reduce turnover, diversify the teaching profession, and support student learning. New York State has an opportunity to transform teacher preparation.
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Professional Preparation
Bank Street College of Education
Part of being a professional is completing quality preparation. But teachers don't necessarily receive rigorous, extended practice as other professions do—and notably, they don't get paid for their work when they do.
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Simplifying Improvement
Bank Street College of Education
Initiatives, projects, and structural changes in service of school reform can become overwhelming and complicated. Teacher residencies are a streamlined way of untangling priorities for improvement and creating a unified strategy.
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The 3 R's of Sustainably Funded Residencies
Bank Street College of Education
Deep partnerships between universities and districts are essential to the success of locally-grown teacher residencies, in part because of the funding opportunities these relationships unlock. Across the country, partnerships have identified funding strategies that can sustain and scale residencies, including dedicated financial support for aspiring teachers completing their clinical practice placements. Districts rethink staffing to free up dollars and programs find ways to reduce costs. When residencies design and recruit in ways that meet P-12 needs, districts also frequently dedicate additional dollars to the partnership. Together, these approaches offer “3 R’s” for sustainable residency funding.
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The Prepared To Teach Paradigm Shift
Bank Street College of Education
Prepared To Teach exists to help districts, states, and teacher preparation programs find ways to develop sustainable streams of public funding to support high-quality teacher preparation.
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Transforming the Teacher Development Trajectory
Bank Street College of Education
Teacher preparation programs that work for everyone—preparation providers, districts, and aspiring teachers—rely on strong partnerships. Residency programs bring districts and providers together to support sustained clinical practice for candidates and create aligned goals throughout the program, linking teacher preparation to success in the classroom.
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About Prepared To Teach
Bank Street College of Education
Learn more about Prepared To Teach and our work around sustainable funding for teacher preparation.
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Prepared To Teach Paradigm Shift
Bank Street College of Education
Prepared To Teach is changing the way we prepare teachers. Read about how we work with stakeholders to shift thinking about teacher preparation.
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Prepared To Teach Urban Transformation Strategy
Bank Street College of Education
When teachers quit, education fails. Prepared To Teach is solving the crisis of teacher turnover in urban public schools.
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Sample MOU for Residency Partnerships
Bank Street College of Education
This sample document reflects Prepared To Teach's best learning to date. Partners can proceed in their work without a formal MOU in place, and develop one at an appropriate time to best support their needs and partnership.
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Urban Transformation Deck
Bank Street College of Education
Prepared To Teach's urban transformation summary.
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Following the Money: Exploring Residency Funding through the Lens of Economics
Karen DeMoss
Following the Money digs into how the system for funding teacher preparation fuels a host of shortcomings: subpar routes to teaching, inadequate practice before entering the classroom, shortages in high need areas, underprepared teachers. Following the Money finds that financial barriers limit our ability to grow to a universally high-quality teacher preparation system, calling for a stronger knowledge base about the economics of teacher preparation to understand how we can realize the quality we need.
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Building Strong Partnerships for Preparation
Bank Street College of Education
When strong partnerships are established, districts and preparation providers make changes to the way they work and and the way they work together. The result is a system transformation through the kinds of shifts illustrated below. These partnerships enable IHEs and districts to bring existing resources to bear on work in new, mutually beneficial ways.
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Cost-Saving Partnership Structures
Bank Street College of Education
Residency partnerships can create structures that save dollars in the long run.
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Cost-Saving Roles for Residents
Bank Street College of Education
Teacher residents can play valuable roles in schools and classrooms, saving money on staffing and substitute teaching.
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Cost Savings through Reduced Turnover
Bank Street College of Education
Residency-trained teachers stay in the classroom longer, reducing district spending on recruitment, training, and on-boarding.
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Transforming the Teacher Development Trajectory
Bank Street College of Education
Teacher preparation programs that work for everyone—preparation providers, districts, and aspiring teachers—rely on strong partnerships. Residency programs bring districts and providers together to support sustained clinical practice for candidates and create aligned goals throughout the program, linking teacher preparation to success in the classroom.
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Clearing the Path: Redesigning Teacher Preparation for the Public Good
Karen DeMoss
Clearing the Path: Redesigning Teacher Preparation for the Public Good, offers lessons from innovative partnerships, sharing sustainable funding models that can provide stipends to teacher candidates in full-time residency placements.
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Investing in Residencies, Improving Schools: How Principals Can Fund Better Teaching and Learning
Brigid Fallon
Investing in Residencies, Improving Schools: How Principals Can Fund Better Teaching and Learning, examines the feasibility for school-level funding for resident stipends including a description of a financial model that enables schools to fund co-teaching positions for novice teachers.
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Selected Research Supporting Sustainable Funding for Quality Teacher Preparation
Bank Street College
In countries where school systems have improved dramatically, pre-service teacher education has become more integrated with the regular school system. Aspiring teachers, while studying for their certification, are paid to practice under the guidance of an effective classroom teacher for a full year before seeking certification. Increasingly, evidence from the U.S. also indicates that such a model is effective. In fact, four persistent teacher quality challenges facing schools and districts can be positively impacted through the establishment of funded year-long pre-service clinical placement.
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The ESSA Opportunity for Residencies
Bank Street College of Education
The Every Student Succeeds Act (ESSA) provides states and districts with a renewed opportunity to strengthen the quality of teaching and learning in schools by explicitly incorporating well-designed year-long pre-service co-teaching placements (“residencies”) into state ESSA applications as an allowable and encouraged use of funds. While “preservice” teacher preparation is not frequently conceptualized as an allowable use of these federal funds, when well designed preparation programs include funded, year-long co-teaching residencies, they address many of the goals contained within ESSA and contribute to the systemic educational improvements sought by states and districts.