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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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.
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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.
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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.
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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.
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#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.
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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.
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Roles for Candidates in the Classroom
Charlotte Wells
This animated PowerPoint presentation shows different models for integrating aspiring teachers into the classroom to help with instruction while furthering their own learning. With more than a dozen examples, it's a helpful starting point for partnerships seeking to shift towards a more cohesive P-20 education system.
The presentation includes voiceovers and timed animations. You can choose to present without these if you'd prefer. Settings are in the slideshow tab of PowerPoint.
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Five Domains for Transforming Teacher Preparation
Charlotte Wells, Karen DeMoss, Divya Mansukhani, and Zach Paull
This report describes the process of establishing the current Prepared To Teach theory of change, which supports national communities of practice in five domains identified by the Network's learning agenda in the 2019-2020 school year: mindset shifts, educator roles, labor market alignment, school improvement, and deeper learning. Read how these five domains are explored through existing residency partnership programs, how individual programs both solidified and strengthened existing partnerships, and important insights into how to expand and share the benefits partnerships can reap through their work together. Finally, explore how the domains center the need for systemic changes built upon the cornerstones of justice and equity in order to construct an educational system that helps every student thrive.
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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.