Education Commons^™

Co-Designing Teacher Residencies: Sharing Leadership, Finding New Opportunities, Matt Miller, Steph Strachan

Prepared to Teach

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 …

How California's Teacher Residencies Are Helping To Solve Teacher Shortages And Strengthen Schools, Karen Demoss, Cathy Yun

Prepared to Teach

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.

Sustainable Strategies For Funding Teacher Residencies: Lessons From California, Karen Demoss, Cathy Yun

Prepared to Teach

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 …

Family Engagement During Covid-19, Mark Nagasawa

Straus Center for Young Children & Families

This is an infographic summarizing findings from a survey conducted in May 2020 (n=3355) about how the COVID-19 was affecting early childhood educators in New York. Unsurprisingly, the survey responses reflected respondents' multimodal creativity and professional commitment to connecting with children's families. Responses also suggested some underlying tensions, such as school-centric notions of family engagement (i.e., more academically focused) vs. family-centric perspectives (i.e., offering emotional and material support to families). Ultimately the survey's contribution lies in shedding some light on important, difficult-to-resolve issues that must be debated as the world moves towards "post" pandemic life (e.g., services, supports, and accessibility …

Equitable Compensation For The Child Care Workforce: Within Reach And Worth The Investment, Emily Sharrock, Courtney Parkerson

Bank Street Education Center

This brief outlines concrete ideas and innovative strategies to help advance early educator compensation at the local, state, and federal levels and, in turn, support the development and care of our nation's youngest learners.

Forgotten Frontline Workers: A Snapshot Of Family Child Care And Covid-19 In New York, Mark Nagasawa, Kate Tarrant

Straus Center for Young Children & Families

This the third report from the New York ECE and COVID-19 Survey, which focuses on both the unique challenges faced by the family child care (FCC) providers who participated in the survey, as well as their particular resilience. At the time of the survey (May 2020), this group of participants was the most physically open form of ECE and was significantly more affected economically than their other ECE colleagues. Interestingly, several of the survey respondents (in different geographic locations) spoke of organizing efforts for mutual support and collective action, which may be a promising development for reducing social isolation, increasing …

Covid-19 And Online Early Childhood Education, Mark Nagasawa

Straus Center for Young Children & Families

This infographic summarizes some themes from a survey conducted with early childhood educators across New York in May 2020, when 65% of programs reported providing online ECE. While respondents expressed clear needs for support in providing technologically-mediated ECE - including tech support, curricular, materials, and hardware - they also displayed three key components of any ECE, commitments to relationships, flexibility, and creativity. This highlights a critical need to document educators' many creative approaches and lessons learned from the pandemic.

Who Will Care For The Early Care And Education Workforce? Covid-19 And The Need To Support Early Childhood Educators’ Emotional Well-Being, Mark Nagasawa, Kate Tarrant

Straus Center for Young Children & Families

This brief report describes issues and opportunities related to early childhood educators' emotional well-being that emerged from a survey exploring how the COVID-19 was affecting early educators across New York City and New York State (n=3355). Among our key findings were: (1) that mental health support was the most frequently identified need (n=910); (2) professional mental health was the least reported approach to coping (n=216); and (3) how those teaching and caring remotely were approximately one-and-a- half times more likely to rate their emotional well-being as lower than those whose sites were closed (CI 95% 1.157, 1.896). We argue, given …

Residency Partnership Development Framework, Bank Street College Of Education

Prepared to Teach

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.

Executive Summary: New York Early Care And Education Survey: Understanding The Impact Of Covid-19 On New York's Early Childhood System, Kate Tarrant, Mark Nagasawa

Straus Center for Young Children & Families

This is an abbreviated version of the first report based upon the New York COVID-19 and Early Care & Education Survey.

New York Early Care And Education Survey: Understanding The Impact Of Covid-19 On New York Early Childhood System, Kate Tarrant, Mark Nagasawa

Straus Center for Young Children & Families

This is the first in a series of reports based upon a survey conducted with 3355 early childhood educators across New York City and New York State, which sought to understand how they were faring during the early phases of the COVID-19 pandemic (May 2020). Among the key findings were: (1) at that time the emotional stress of the pandemic was affecting respondents more than health and financial stressors; (2) Educators’ need for mental health supports exceed other areas of support requested; (3) approximately 70% were engaged in remote instruction in New York City and half were providing remote instruction …

A Transformative Opportunity For New York State, Bank Street College Of Education

Prepared to Teach

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.

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

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

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

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.

Becoming A System Of Professional Learning: Conceptualizing Improvement As A Throughline Of Learning, Michelle L. Forman, Tracy Fray-Oliver, Doug Knecht

Bank Street Education Center

This white paper introduces the “Throughline of Learning” (Throughline) model developed by the Bank Street Education Center. The model builds on the concept of the instructional core and demonstrates how focusing on system-wide adult learning needs can help districts successfully reimagine their approach to instructional improvement.

Investing In The Birth-To-Three Workforce: A New Vision To Strengthen The Foundation For All Learning, Emily Sharrock, Courtney Parkerson

Bank Street Education Center

This report asserts that every child—regardless of race, income, or opportunity—should have consistent access to high-quality learning experiences from birth and provides a roadmap toward change at scale, including the development of residency programs and improved compensation for the infant/toddler workforce.