Follow

• 

  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.

• 

  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.

• 

  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.

• 

  Urban Transformation Deck

  Bank Street College of Education

  Prepared To Teach's urban transformation summary.

• 

  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.

• 

  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.

• 

  Cost-Saving Partnership Structures

  Bank Street College of Education

  Residency partnerships can create structures that save dollars in the long run.

• 

  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.

• 

  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.

• 

  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.

• 

  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.

• 

  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.

• 

  For the Public Good: Quality Preparation for Every Teacher

  Karen DeMoss

  The Sustainable Funding Project at Bank Street College of Education was established to address a significant problem in public education: how to ensure that all aspiring teaches are prepared through affordable, high-quality programs so that every teacher enters the profession ready for the demands of 21st century classrooms. This report tackles quality sustained clinical practice as one part of the affordability question.