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Full-Text Articles in Early Childhood Education
Integrating Residencies Into Substitute Teaching, Prepared To Teach, Bank Street College
Integrating Residencies Into Substitute Teaching, Prepared To Teach, Bank Street College
All Faculty and Staff Papers and Presentations
This one-page document illustrates the possibilities and benefits of having residents take on substitute teaching roles in a district. Dollars previously allocated to substitute teaching can be redirected toward candidate stipends while substitute teaching needs are largely met by the cohort of residents.
Prepared To Teach Urban Transformation Strategy, Bank Street College Of Education
Prepared To Teach Urban Transformation Strategy, Bank Street College Of Education
All Faculty and Staff Papers and Presentations
When teachers quit, education fails. Prepared To Teach is solving the crisis of teacher turnover in urban public schools.
Urban Transformation Deck, Bank Street College Of Education
Urban Transformation Deck, Bank Street College Of Education
All Faculty and Staff Papers and Presentations
Prepared To Teach's urban transformation summary.
Sample Mou For Residency Partnerships, Bank Street College Of Education
Sample Mou For Residency Partnerships, Bank Street College Of Education
All Faculty and Staff Papers and Presentations
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.
Cost-Saving Partnership Structures, Bank Street College Of Education
Cost-Saving Partnership Structures, Bank Street College Of Education
All Faculty and Staff Papers and Presentations
Residency partnerships can create structures that save dollars in the long run.
Building Strong Partnerships For Preparation, Bank Street College Of Education
Building Strong Partnerships For Preparation, Bank Street College Of Education
All Faculty and Staff Papers and Presentations
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 Savings Through Reduced Turnover, Bank Street College Of Education
Cost Savings Through Reduced Turnover, Bank Street College Of Education
All Faculty and Staff Papers and Presentations
Residency-trained teachers stay in the classroom longer, reducing district spending on recruitment, training, and on-boarding.
The Essa Opportunity For Residencies, Bank Street College Of Education
The Essa Opportunity For Residencies, Bank Street College Of Education
All Faculty and Staff Papers and Presentations
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.
Selected Research Supporting Sustainable Funding For Quality Teacher Preparation, Bank Street College
Selected Research Supporting Sustainable Funding For Quality Teacher Preparation, Bank Street College
All Faculty and Staff Papers and Presentations
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.