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Teacher residency partnerships offer a long-term, sustainable solution to drivers that lower teacher recruitment and retention while also offering opportunities to bolster instruction and create systems of teacher support. Partnerships co-construct approaches to address local needs, including strengthening retention, establishing leadership pathways for veteran teachers, deepening professional learning opportunities for new teachers, and improving instruction in schools.
Districts, schools, and preparation programs across the country give aspiring teachers high-quality preparation experiences, including a year-long clinical placement and integrated coursework with their placement experiences. Across the nation, partnerships have successfully designed financial models that make residencies accessible to historically underrepresented teacher candidates. This session will share lessons from a national network of partnerships affiliated with Prepared To Teach, an initiative that leads efforts across the country to develop high-quality, sustainable, funded teacher residencies. Lessons to be shared come from 28 teacher residency partnerships in 22 states.
What are the learning outcomes from this session?
- How residency partnerships support school and district professional environments, including areas such as creating more accessible pathways into teaching that have the potential to recruit a more diverse candidate pool, supporting teacher retention over time with high-quality preparation, supporting teacher induction into the district/school, offering professional development and leadership opportunities for current teachers within partnering schools, and improving instructional outcomes.
- How residency partnerships collaborate for mutually beneficial goals like redesigning preparation program curriculum to meet local needs and implementing proven instructional strategies like pre-service co-teaching to support district and school instructional goals.
- How partnerships shift mindsets and narratives to garner support for these high-quality approaches to entering the profession.
- How residency partnerships design for financial sustainably, using innovative models that reduce, reallocate, and reinvest funds to ensure aspiring teachers' financial needs are met.
Attendees will also be given access to expansive, free resources on these and other topics, with additional cost-free opportunities to connect and learn more.
Speakers
Dr. Karen DeMoss is the Executive Director of Prepared To Teach, a national initiative supporting the development, — and advocacy for — sustainable, funded teacher residency partnerships. Beginning the work of Prepared To Teach as a part of Bank Street College of Education seven years ago, under Karen’s leadership the initiative now encompasses collaborations across 22 states, directly supporting and learning from teacher residency partnerships and facilitating state policy that support teacher residencies. Co-leading the development of Towards a National Definition of Teacher Residencies with the Pathways Alliance, facilitating development of the Pre-Service Residency Certificate in New York with the P-20 Collaborative and the NY Department of Education, and supporting the development of non-competitive legislative funding in Colorado, and state leadership of learning communities for teacher residencies in New Mexico are all recent examples of the work Prepared To Teach has accomplished to facilitating a national movement supporting teacher residency partnerships.
Karen received her PhD in education policy from the University of Chicago, where she worked for seven years at the Consortium on Chicago School Research. She has served as professor and chair of Education at Wagner College, director of the Institute for Urban Education (IUE) at The New School, National Director for Research and Evaluation at New Leaders, National Director for Knowledge Development at New Leaders for New Schools, and as faculty in Educational Leadership at The University of New Mexico.
Zachary Paull has been a member of the Prepared To Teach team for three years, currently working as the team’s the Project and Systems Manager on cross-project coordination, grant management, resource creation, and collaboration with local partnership and advocacy organizations. He began his work with Prepared To Teach as a Research Consultant, transitioning into the role of Staff Writer & Researcher. He is especially proud of his recent contributions creating Towards a National Definition of Teacher Residencies in collaboration with the Pathways Alliance, a document designed to provide definitional national guidance for the field and policymakers.
Zachary is a graduate of Teachers College, Columbia University where he received his Master of Arts in Education Policy specializing in Data Analysis and Research Methods. He graduated with his Bachelor of Arts in History Education, minoring in Sociology and Zoology from Ohio Wesleyan University. Prior to working with Prepared To Teach, Zachary taught high school social studies in Cleveland, OH and Rochester, NY as well as working in various non-profit education organizations.
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