Presentation on theme: "Addressing the ‘Urban Teacher Quality Gap’: Two Approaches National Council for Accreditation of Teacher Education AACTE New Orleans February 2008."— Presentation transcript:
Addressing the ‘Urban Teacher Quality Gap’: Two Approaches National Council for Accreditation of Teacher Education AACTE New Orleans February 2008
The Problem Inadequate access to well-qualified teachers in urban areas Need for more appropriate high quality preparation AND INDUCTION SUPPORT for teachers in urban schools
Two Approaches Urban Teacher Residency Model PDS-based Preparation and Induction
Urban Teacher Residencies Seven principles : Tightly weave education theory and classroom practice together Focus on learning alongside an experienced, effective mentor Group teacher candidates in cohorts Build constructive partnerships with districts, schools, communities, universities and unions Serve school districts Support Residents once they are hired as teachers of record Establish and support differentiated career roles for veteran teachers (www.teacherresidencies.org)www.teacherresidencies.org
PDS Based Preparation & Induction Six Principles: Connecting theory and practice by grounding new teacher learning in the real life of schools. Partnerships that extend across the communities of interest, involving the university, the school district, the school, and teacher organizations. Assessment appropriate for what new teachers have to learn. Qualified mentors specifically trained and compensated to mentor novice teachers. Focus on student learning by embedding novice learning in the cycle of teaching practice. Restructuring. time, roles, and resources to create an effective learning community for students and professionals.
Similarities Comprehensive teacher development system (prep. – professional development) Based on medical residency model – situated learning Prep. includes full year residency/not teacher of record Continuing support for induction phase School structures support teacher learning Partnership-based
Differences UTR Model Full year paid residency in prep. phase Facilitating third party entity Prep. and induction geared toward needs of specific district PDS-Based Model Full year unpaid internship in prep. phase University/district/union partners Prep. more generic; Induction district specific
Shared Challenges Policy context Conflicting local, state, and federal policies Capacity Scale-up requirements Communication Cross institutional partnerships Financing Requires front end investment in teacher recruitment, preparation, and induction Jurisdictional control Who prepares and inducts new teachers
Panelists Catherine Emihovich U. of Florida, Gainesville Mark Larson National-Louis University Jon Snyder Bank Street College of Ed. Michael Whitmore Academy for Urban School Leadership Jesse Solomon Boston Teacher Residency
Discussion Questions What is the nature of the partnership in your program? What do you believe is important for new teachers to know? When, where, and how do they learn it in your program? How does your program address the needs of diverse learners? What are the challenges and benefits of situated learning for teachers? How might your programs influence teacher education and school reform more broadly?