A Different, More Durable Model: Hunter College Urban Teacher Residency Project

Autor/inn/en	Sloan, Kay; Allen, Alison; Blazevski, Julie; Carson, Fatima; Rockman, Saul
Institution	New Visions for Public Schools
Titel	A Different, More Durable Model: Hunter College Urban Teacher Residency Project
Quelle	(2018), (137 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Urban Teaching; Urban Schools; Public Schools; Beginning Teachers; Secondary School Teachers; Teacher Interns; Program Effectiveness; Teacher Persistence; Teacher Effectiveness; Academic Achievement; Partnerships in Education; Urban Universities; Longitudinal Studies; Special Education Teachers; Teacher Education Programs; New York (New York) + Suchen Sie Ihr Suchwort? Urban education; Stadtteilbezogenes Lernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Public school; Öffentliche Schule; Junior teacher; Junglehrer; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Schulleistung; Hochschulpartnerschaft; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende
Abstract	This report shares findings from three longitudinal studies of the Urban Teacher Residency (UTR) Project, a partnership between New Visions for Public Schools, Hunter College, and the New York City Department of Education. From 2009 to 2014, with funding from the US Department of Education's Teacher Quality Partnership (TQP) Program, UTR placed over 150 new English, mathematics, science, and special education teachers in some of the city's highest-need secondary schools. For UTR, both internal program data and external evaluation data had shown promising results: Each cohort of UTR residents, selectively chosen, increasingly diverse, had completed all program requirements with only modest attrition, spending a year in a high-needs school under the guidance of a trained mentor, meeting benchmarks on a set of program assessments that included a demonstration of effective practice, completing Hunter coursework, passing required New York state licensure exams, and obtaining jobs in high-needs schools. Survey and focus group data, gathered at the end of each UTR cohort's clinical year by Rockman et al, UTR's external evaluator, confirmed that residents were entering classrooms confident in their skills and knowledge--and in their decision to become teachers. Year after year, Rockman's annual analyses of student achievement also showed that students taught by UTR teachers were performing as well as, often better than their peers. Perhaps most important, early retention data indicated that UTR were staying, at rates that surpassed city-wide figures. A selective admissions process, a skill- and confidence-building full year in the classroom, built-in accountability--all seemed to have paid off: UTR was increasing the numbers of teachers--effective teachers--in the pipeline. What the early data couldn't confirm was whether the benefits were long-term, even increasing as teachers gained experience. To explore those questions, Rockman, in collaboration with UTR partners, designed three supplemental studies. Individual sections of this report explain the rationale and research design for the three studies. The summaries describe the studies, and the questions that guided them. This report is organized into the following chapters: (1) Training Teachers to Increase Student Performance; (2) Educating All Students; and (3) Training and Retaining Good Teachers. (ERIC).
Anmerkungen	New Visions for Public Schools. 320 West 13th Street, New York, NY 10014. Tel: 212-645-5110; Fax: 212-645-7409; e-mail: rchalusian@newvisions.org; Web site: http://www.newvisions.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01