Reports

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Publications

NCTR Standards for Effective Teacher Residencies 

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At NCTR we work with residency programs at all stages of their development, from new start-ups to established programs. Through our Residency Foundations and New Site Development Programs, we support local education advocates who are building viable teacher residency programs from scratch. It all starts with our Standards for Effective Teacher Residencies, our guideposts and benchmarks for the creation and development of high performing residency programs.

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Who We Are. What We Do. Why We Do It. 

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For more than a decade the National Center for Teacher Residencies and our partners have been transforming how educators are prepared for America’s classrooms. We and our partners have developed a unique, comprehensive and effective training model that is similar to a teaching hospital’s medical residency for doctors. These programs train smart people to be great teachers. Our partner residencies produce graduates who outperform typical new teachers, and who are deeply committed to the schools where they trained.

The following materials and fact sheets tell the NCTR story of what we do, why we do it, and how we measure our impact.

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Teacher Educator Practice Framework 

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Through its work with the Bill & Melinda Gates Foundation as a Teacher Preparation Transformation Center, NCTR has spent the last year and half collaborating with its fellow grantees through a Teacher Educator Work Group. The group created the Teacher Educator Practice Framework, a set of 12 practices that outline the skills and abilities teacher educators must have to improve novice practice.

 

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NCTR 2017-2018 Network Partner Report 

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In 2017, NCTR worked with the largest number of programs in our history. Our strategic consulting group supported 14 new or emerging programs, while our Next Generation Network of established teacher residencies grew to 24. In addition, NCTR has partnered with the California State University System to transform the traditional teacher prep programs at seven campuses into residencies or programs that use NCTR’s standards of clinical teacher preparation.

Together, these residencies have trained approximately 3,500 teachers to work in high-need, low-income schools. Residency graduates teach close to 200,000 students nationwide, and our footprint continues to grow.

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High Priority Resident Practices 

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The National Center for Teacher Residencies (NCTR) has helped launch and grow more than 30 teacher residencies since our founding in 2007. Starting in 2017, we worked with these residency partners, drawing on their collective expertise to examine how they implement practice-based preparation. In doing this, we learned that a critical first step for virtually all of these programs was to identify a core set of teacher practices and skills aligned to their district’s teacher effectiveness frameworks. We call these practices “High Priority Resident Practices,” because they represent a core set of practices and skills that set future teachers up for early success and support ongoing development.

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Recommendations for State Support for Effective Teacher Residencies 

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States and school districts can improve teacher quality — and student growth — by providing dedicated support for teacher residencies, ensuring that new educators enter the classroom ready to meet students’ needs from day one.

States and districts are increasingly turning to teacher residencies as a key strategy in improving student achievement and teacher effectiveness. The flexibility provided under the Every Student Succeeds Act (ESSA) facilitates this approach.

This report provides guidance to states for developing policy to incorporate residencies and other clinical-based preparation models into systems for preparing and supporting effective educators.

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Drivers of Teacher Preparation: Landscape Analysis 

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screenshot-2016-10-12-12-23-34Drivers of Teacher Preparation: Landscape Analysis” (Landscape Analysis) is a new paper that provides a rich research base for the drivers of high-quality clinical preparation developed and implemented with support from the Bill & Melinda Gates Foundation as a part of their Alliance for Advancing Justice By Transforming Teacher Education initiative. Through this initiative, NCTR will partner with more than 30 residency programs that will prepare 2,500 new teachers for high-need schools, and will use data and research to implement four key drivers of transformational teacher preparation:

  1. Refine provider programming to be competency-based and clinically focused;
  2. Collect and use implementation and impact data to improve program design;
  3. Improve educator and teacher educator effectiveness; and
  4. Ensure graduates are successful in their school systems and communities.

The Landscape Analysis grounds NCTR’s work on the above drivers of high-quality, clinically oriented teacher preparation in the extant research, and articulates the strengths and areas for growth within the field of teacher preparation through an extensive review of the literature. This report serves as the launching point for NCTR’s work on the Alliance for Advancing Justice initiative, which enhances opportunities for NCTR’s Next Generation Network partners to collaborate and engage in high-quality and relevant initiatives that directly improve student outcomes.

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The Case Study Project: Clinically Oriented Teacher Preparation 

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Despite a growing body of evidence that a practice-based approach is the best way to prepare teachers, few studies to date provide tangible insight into how to move toward a clinical model. With the release of Clinically Oriented Teacher Preparation (COTP) in 2015, the National Center for Teacher Residencies (NCTR, formerly UTRU) set out to illustrate what preparation programs actually do as they transition to a clinically oriented approach; what the move toward practice-based preparation looks like; and what can be learned from programs across the nation that are transitioning to clinically oriented teacher preparation. The COTP Case Study Project (CSP) takes an in-depth look at the opportunities and challenges programs face as they instantiate each key shift. Through three case studies, NCTR digs more deeply into the lessons learned from and the struggles inherent in transitioning to a clinical model.

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NCTR 2015 Network Impact Overview 

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Each year NCTR analyzes a body of evidence on residency program impact and implementation to demonstrate how residents are prepared for the rigors of the classroom, to show early evidence of teacher performance and effectiveness in improving student achievement, and to collect stakeholders’ perceptions of the residency model core components and key participants. The Network Impact Overview provides a selection of this evidence showing that residencies are fulfilling their goal to strengthen teacher preparation and ensure new teachers enter the classroom ready.

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