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Articles 1 - 23 of 23
Full-Text Articles in Education
A Primer For Incorporating Pre-Service Co-Teaching Into Teacher Residencies, Prepared To Teach, Bank Street College
A Primer For Incorporating Pre-Service Co-Teaching Into Teacher Residencies, Prepared To Teach, Bank Street College
Prepared to Teach
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.
Registered Apprenticeship Programs And Teacher Residencies: Building Shared Understandings Between Workforce Development And Education, 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
Prepared to Teach
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, 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
Prepared to Teach
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.
A Path To Equity: Solving New York's Teacher Turnover & Quality Challenges, Prepared To Teach, Bank Street College
A Path To Equity: Solving New York's Teacher Turnover & Quality Challenges, Prepared To Teach, Bank Street College
Prepared to Teach
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.
Federal Funding For Aspiring Teachers: An Investment In The Nation's Future, Prepared To Teach, Bank Street College
Federal Funding For Aspiring Teachers: An Investment In The Nation's Future, Prepared To Teach, Bank Street College
Prepared to Teach
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.
A Path To Equity: Solving New Mexico's Teacher Turnover Challenges, Prepared To Teach, Bank Street College
A Path To Equity: Solving New Mexico's Teacher Turnover Challenges, Prepared To Teach, Bank Street College
Prepared to Teach
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.
Teacher Residency Website Guidance, Prepared To Teach, Bank Street College
Teacher Residency Website Guidance, Prepared To Teach, Bank Street College
Prepared to Teach
This document provides guidance on how to design an effective teacher residency webpage that can support partnerships in garnering support, interest, awareness, and enrollment. Guidance is rooted in four key principles: Highlighting partnership values, telling stories, centering navigability, and focusing on keywords.
Using Esser Funds To Support Teacher Residencies, Prepared To Teach, Bank Street College
Using Esser Funds To Support Teacher Residencies, Prepared To Teach, Bank Street College
Prepared to Teach
This document details the opportunity that Local Education Agencies (LEAs) have to leverage Elementary and Secondary Emergency Relief Funds (ESSER) to develop teacher residency programs at their school sites. It is not only allowable, but also advisable under Federal guidance that these funds can support teacher candidates working for a full year, co-teaching within classrooms with accomplished mentor teachers, helping lead to a more diverse teacher workforce, reducing teacher turnover, and improving instructional outcomes.
Going Further Together: Building Ownership And Engagement To Support High-Quality Teacher Preparation, Maria Salciccioli, Melissa White, Karen Demoss, Hannah Dennis
Going Further Together: Building Ownership And Engagement To Support High-Quality Teacher Preparation, Maria Salciccioli, Melissa White, Karen Demoss, Hannah Dennis
Prepared to Teach
Building shared ownership and engagement over teacher preparation can help ensure that efforts to sustainably fund high-quality programs will endure beyond initial start-up funding. By drawing on effective, lasting collaboration among stakeholders who have not traditionally worked together—both within organizations and across organizational lines, programs can successfully identify sustainable funding sources for the long term. This report shares strategies for building ownership and engagement and highlights programs across the country that have successfully sustained and grown the kind of commitments that ensure program development and longevity.
Beyond Tuition, Costs Of Teacher Preparation: Descriptive Analytics From The Aspiring Teachers' Financial Burden Survey, Francheska Santos, Divya Mansukhani, Susann Skjoldhorne, Neal Finkelstein
Beyond Tuition, Costs Of Teacher Preparation: Descriptive Analytics From The Aspiring Teachers' Financial Burden Survey, Francheska Santos, Divya Mansukhani, Susann Skjoldhorne, Neal Finkelstein
Prepared to Teach
This report shares analyses from the national survey of aspiring teachers carried out by Prepared To Teach during the 2019-2020 school year. Beyond Tuition, Costs of Teacher Preparation dives into the income sources, expenses, debt, and work realities of aspiring teachers across the country and identifies where candidates are in need of additional support.
Adapting A Critical Friends Consultancy To A Virtual Environment, Rebecca Cheung, Jennifer Robinson, Rebecca Rufo-Tepper, Jessica Charles
Adapting A Critical Friends Consultancy To A Virtual Environment, Rebecca Cheung, Jennifer Robinson, Rebecca Rufo-Tepper, Jessica Charles
Graduate School of Education
This inquiry brief explores how a cross-institutional consultancy project examining anti-racist teacher and leader preparation adapted to a virtual environment amid COVID-19.
Making Teacher Preparation Policy Work, Bank Street College Of Education
Making Teacher Preparation Policy Work, Bank Street College Of Education
Prepared to Teach
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.
Reflections On Developing A Cross-Institutional Team, Rebecca Cheung, Jennifer Robinson, Rebecca Rufo-Tepper, Jessica Charles
Reflections On Developing A Cross-Institutional Team, Rebecca Cheung, Jennifer Robinson, Rebecca Rufo-Tepper, Jessica Charles
Graduate School of Education
Today’s educators need to develop the knowledge, skills, and disposition to support all students in deeper learning. Educator Preparation Laboratory (EdPrepLab) works to strengthen educator preparation in the United States by building the collaborative capacity of preparation programs, school districts, and state policymakers. Through cross-programmatic sharing of innovative practices, including models and artifacts of educator preparation practice, EdPrepLab’s network of preparation programs helps build leadership and high-quality practice through collaboration, research, and documentation.
Reflections On Developing A Cross-Institutional Inquiry Project, Rebecca Cheung, Jennifer Robinson, Rebecca Rufo-Tepper, Jessica Charles
Reflections On Developing A Cross-Institutional Inquiry Project, Rebecca Cheung, Jennifer Robinson, Rebecca Rufo-Tepper, Jessica Charles
Graduate School of Education
Jennifer Robinson, Executive Director of the Center for Pedagogy at Montclair State University and Rebecca Cheung, Director of the Principal Leadership Institute at the University of California, Berkeley, are helping to lead a collaborative inquiry group comprised of three different institutions: Montclair State University, University of California, Los Angeles (UCLA), and University of California, Berkeley (UC Berkeley). This brief captures protocols and processes they used to support effective collaboration in the design of their inquiry project proposal.
Edpreplab As A Learning Community, Jessica Charles, Rebecca Rufo-Tepper
Edpreplab As A Learning Community, Jessica Charles, Rebecca Rufo-Tepper
Graduate School of Education
As part of EdPrepLab’s work to strengthen educator preparation in the United States, network members from across the country partnered to form inquiry groups—each comprised of a cross- or intra-institutional team—focused on collaboratively exploring a topic related to deeper learning and equity. This brief summarizes the proposals of each group and highlights the line(s) of inquiry, scope of work, and intended outcomes of each project.
Following The Money: Exploring Residency Funding Through The Lens Of Economics, Karen Demoss, Prepared To Teach, Bank Street College
Following The Money: Exploring Residency Funding Through The Lens Of Economics, Karen Demoss, Prepared To Teach, Bank Street College
All Faculty and Staff Papers and Presentations
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.
From Preparation To Practice: Designing A Continuum To Strengthen And Sustain Teaching, Sharon Feiman-Nemser
From Preparation To Practice: Designing A Continuum To Strengthen And Sustain Teaching, Sharon Feiman-Nemser
Occasional Paper Series
This paper was written to stimulate discussion and debate about what a professional learning continuum from initial preparation through the early years of teaching could be like. Drawing on a broad base of literature, the author proposes a framework for thinking about a curriculum for teachers over time. The paper also considers the fit (or misfit) between conventional approaches to teacher preparation, induction, and professional development and the challenges of learning to teach in reform-minded ways and offers examples of promising programs and practices at each of these stages.
Investing In Residencies, Improving Schools: How Principals Can Fund Better Teaching And Learning, Brigid Fallon, Prepared To Teach, Bank Street College
Investing In Residencies, Improving Schools: How Principals Can Fund Better Teaching And Learning, Brigid Fallon, Prepared To Teach, Bank Street College
All Faculty and Staff Papers and Presentations
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.
Clearing The Path: Redesigning Teacher Preparation For The Public Good, Karen Demoss, Prepared To Teach, Bank Street College
Clearing The Path: Redesigning Teacher Preparation For The Public Good, Karen Demoss, Prepared To Teach, Bank Street College
All Faculty and Staff Papers and Presentations
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.
Getting Off The Fast Track For The Long Haul: Becoming A Teacher, Ariel Sacks
Getting Off The Fast Track For The Long Haul: Becoming A Teacher, Ariel Sacks
Occasional Paper Series
Explores the author's path into the teaching profession.
Preface: Alternative Routes To Teacher Certification, Jonathan Silin
Preface: Alternative Routes To Teacher Certification, Jonathan Silin
Occasional Paper Series
A growing research literature on non-traditional pathways suggests the complexity of the task ahead. Alternative Routes to Teacher Certification is our report from the front lines. We wanted to offer new teachers the opportunity to tell their own stories in their own words.
Introduction: High Needs Schools - Preparing Teachers For Today's World, Jonathan Silin
Introduction: High Needs Schools - Preparing Teachers For Today's World, Jonathan Silin
Occasional Paper Series
The subject of this Occasional Paper is the preparation of teachers for schools that—lacking sufficient resources, effective leadership, or vocal advocates—are failing to educate their students by any reasonable measures.
For The Public Good: Quality Preparation For Every Teacher, Karen Demoss
For The Public Good: Quality Preparation For Every Teacher, Karen Demoss
All Faculty and Staff Papers and Presentations
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.