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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Residency Partnership Development Framework
Bank Street College of Education
The Residency Partnership Development Framework identifies five distinct yet interconnected domains that are integral to achieving scalable shifts in the teacher preparation ecosystem that will allow all aspiring teachers to access high-quality, funded teacher residencies.
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How California's Teacher Residencies Are Helping to Solve Teacher Shortages and Strengthen Schools
Karen DeMoss and Cathy Yun
With significant state investment teacher residencies are spreading throughout California. These vignettes highlight two California teacher residencies and how they are helping to address shortages and support both students and teachers. These examples also spotlight creative funding strategies that can help California’s investments in teacher residencies become sustainable over time.
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Sustainable Strategies for Funding Teacher Residencies: Lessons From California
Karen DeMoss and Cathy Yun
With significant state investment, teacher residencies are spreading throughout California To sustain these efforts after the initial state investment programs are using creative funding strategies. To learn about how teacher residencies across the state are funding their work, the Learning Policy Institute and Prepared To Teach at Bank Street College of Education partnered to examine the current state of practice around residency sustainability. The report highlights California teacher residencies with known financial sustainability efforts in which partners are leveraging local resources to support residents and mentor teachers. These concrete examples of creative residency funding strategies are meant to help California’s new investments in teacher residencies become sustainable over time. They also offer valuable lessons for residencies in any community context.
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Co-Designing Teacher Residencies: Sharing Leadership, Finding New Opportunities
Matt Miller and Steph Strachan
This report focuses on how a group of university teacher educators at Western Washington University’s Elementary Education program and district administrators at Ferndale School District reconsidered their approach to teacher preparation. Instead of viewing preparation as primarily the University’s responsibility, the partnership placed the needs of P-12 students and the district at the forefront of considerations, while also honoring a parallel goal enhancing the preparation experience.
The report describes the successful outcomes of the work, including revisions to the residency like work opportunities, a revised placement process, a district “on-boarding” process, and responsive professional development throughout the residency. Finally, you can find the “ingredients” that enabled the district and teacher preparation program to identify needs and priorities while uncovering opportunities to work differently together.
Throughout, the words of participants help tell the story of the partnership and highlight aspects of the work. These words come from structured interviews with school district personnel, university faculty, university administrators, cooperating teachers, and residents.
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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.