Creating and Sustaining Urban Teacher Residencies: A New Way to Recruit, Prepare, and Retain Effective Teachers in High-Needs Districts

Autor/inn/en	Berry, Barnett; Montgomery, Diana; Rachel, Curtis; Hernandez, Mindy; Wurtzel, Judy; Snyder, Jon
Institution	Aspen Institute; Center for Teaching Quality
Titel	Creating and Sustaining Urban Teacher Residencies: A New Way to Recruit, Prepare, and Retain Effective Teachers in High-Needs Districts
Quelle	(2008), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Urban Schools; School Districts; Teacher Recruitment; Graduates; Teacher Education; Teacher Placement; Beginning Teacher Induction; Teacher Leadership; Human Capital; Higher Education; Program Effectiveness; Mentors; Teacher Effectiveness; Instructional Leadership; Financial Support; Resource Allocation; Educational Change; Alternative Teacher Certification; Illinois; Massachusetts + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School district; Schulbezirk; Lehrerrekrutierung; Graduate; Absolvent; Absolventin; Hochschulabsolvent; Hochschulabsolventin; Lehrerausbildung; Lehrerbildung; Lehrerfunktionsstelle; Humankapital; Hochschulbildung; Hochschulsystem; Hochschulwesen; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Instruction; Leadership; Bildung; Erziehung; Führung; Finanzielle Förderung; Ressourcenallokation; Bildungsreform; Master-Studiengang
Abstract	Urban Teacher Residencies (UTRs) are an emerging innovation designed to embody best practices in recruitment, screening, preparation, placement, induction, and teacher leadership for urban school districts. UTRs can be a key element of urban districts' portfolio of pathways into teaching and a lynchpin of a larger strategy to strengthen the districts' human capital system. The debate continues to rage about the best way to recruit, prepare and induct teachers and the virtues of traditional university-based versus alternative preparation programs located in a variety of settings. Quality varies widely within each program type--and neither type of program is able to meet the urban districts' needs for high quality, diverse teachers in high needs subjects who are committed to a long-term career in high needs schools. As a result, there is growing attention to UTRs as an additional pathway to improving teacher quality. A number of major school districts are considering launching programs, and with the recent passage of the federal Higher Education Opportunity Act, millions of dollars have been authorized to develop and support UTRs. This report examines two UTR programs, the Academy for Urban School Leadership (AUSL) in Chicago and the Boston Teacher Residency (BTR). The report aims to inform policymakers and practitioners about the design and financing of UTRs, the evidence of their impact, and the conditions relevant to their success and sustainability. In UTRs, aspiring teachers--known as Residents--are selected according to rigorous criteria aligned with district needs. They integrate their master's level course work with an intensive, full-year classroom residency alongside an experienced Mentor. In their second year, they become a teacher with their own classroom while continuing to receive intensive mentoring. Appended are: (1) Key elements and components of the BTR and AUSL programs. (Contains 2 figures and 22 endnotes.) (ERIC).
Anmerkungen	Aspen Institute. 1 Dupont Circle NW Suite 700, Washington, DC 20036. Tel: 410-820-5433; Tel: 202-736-5800; Fax: 202-467-0790; e-mail: publications@aspeninstitute.org; Web site: http://www.aspeninstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10