Programs will participate in NCTR’s curated curriculum, which includes collaborative exercises, targeted resources, promising practices from NCTR Network members, informational videos, and facilitated learning experiences. The curriculum is delivered via consulting and during monthly learning institutes facilitated by NCTR consultants. Institutes can be delivered virtually or in person and include all partners who are contributing to the teacher residency program design.

The customized learning progression of institutes includes consulting on foundational elements of the teacher residency model:

• Roles and Responsibilities and Residency Value Proposition
  Participants will explore sustainable staffing models and aim to establish a local planning team with clear roles and responsibilities for the remainder of early-stage planning. NCTR will provide a range of templates and examples outlining the staff needed for the residency program’s initial three years. Drawing from insights gleaned in the landscape analysis, participants would assess the residency program’s potential benefits for various shareholders, encompassing the district, IHE, teacher residents, mentor teachers, students, and philanthropy.
• Partnership Strategy and Selection
  Whether in the beginning stages of identifying partner/s or having already identified residency program collaborators. Participants will explore partner readiness and the role of the lead partner’s role in ensuring the success of a teacher residency program through NCTR examples and knowledge of partnership-promising practices.
• Designing for Financial Sustainability
  Leveraging NCTR’s expertise on how residencies can build a program with an eye toward long-term sustainability, participants will explore early-stage financial modeling, and learn about the common promising practices and pitfalls of building a sustainable financial model.

This scope of work is subject to change as a result of experience, new information, changes in process requirements, and/or the availability of resources. NCTR will provide notification for any changes made to this scope of work.

Programs will participate in NCTR’s curated curriculum, which includes collaborative exercises, targeted resources, promising practices from NCTR Network members, informational videos, and facilitated learning experiences. The curriculum is delivered via consulting and during monthly learning institutes facilitated by NCTR consultants. Institutes can be delivered virtually or in person and include all partners who are contributing to the teacher residency program design.

The customized learning progression of institutes includes consulting on foundational elements of the teacher residency model:

• Innovative Recruitment for Teacher Residents, Mentors, and Training Sites
  NCTR illustrates how residencies transform the teacher preparation pathways, recruiting candidates from the community to address staffing shortages. Design teams draft resident recruitment strategies tailored to meet the specific needs of local students, schools, and districts. Participants will devise a compelling resident value proposition to attract and motivate aspiring teachers, emphasizing the crucial support from mentor teachers and training sites, while also defining a vision for these roles and establishing selection criteria for both mentors and training sites.
• Innovative Selection for Teacher Residents, Mentors, and Training Sites
  NCTR emphasizes the need for an innovative selection process. Design teams will work together to devise asset-based selection criteria for teacher residents and mentor teachers, aligned with the program’s mission and vision. Additionally, they will explore the importance of extending this process to training sites, ensuring alignment with selection criteria and a focus on serving underserved schools.
• Holistic Intentional Supports for Teacher Residents, Mentors, and Training Sites
  NCTR underscores the significance of fostering strong, respectful connections within the residency program, spanning program staff, training site, district leaders, fellow residents, and teacher educators. During this institute, design teams will draft resident matriculation activities, establish onboarding protocols for residents, mentors, and principals, and develop a comprehensive plan for mentor professional development.
• Program Showcase
  NCTR convenes RDA programs to reflect, celebrate, and share insights from their residency design. Programs will highlight successes and promising practices in preparation for launching teacher residency programs.

This scope of work is subject to change as a result of experience, new information, changes in process requirements, and/or the availability of resources. NCTR will provide notification for any changes made to this scope of work.

In-person learning opportunities for RDA participants will consist of the following:

• Partnering and Designing for Residency Leadership
  During this institute, design teams convene to discuss the program’s mission and vision, centering the needs and leveraging assets of the local school district and community. Through reflection and dialogue, design teams formalize a governance structure, and decision-making structures, and draft elements of a partnership agreement.
• Residency Year Experience (RYE): RDA Site Visit to a Model Teacher Residency
  NCTR and design teams focus on crafting a comprehensive residency experience that integrates coursework and yearlong classroom-based clinical practice, leading to teacher certification or a degree. During site visits, teams align coursework and clinical experiences with High Priority Resident Practices, gradually transitioning residents into effective teachers prepared for their role as teachers of record. The institute includes an immersive Site Visit at an NCTR Network member residency, offering participants opportunities for classroom observations, presentations, panels, and roundtable discussions to analyze the structure and effectiveness of residency programs, with a focus on clinical components driving teacher effectiveness.

This scope of work is subject to change as a result of experience, new information, changes in process requirements, and/or the availability of resources. NCTR will provide notification for any changes made to this scope of work.