A Redesigned Training Program for New Teachers: Findings from a Study of Teach for America's Summer Institutes

Autor/inn/en	Rappaport, Shelley; Somers, Marie-Andrée; Granito, Kelly
Institution	MDRC
Titel	A Redesigned Training Program for New Teachers: Findings from a Study of Teach for America's Summer Institutes
Quelle	(2019), (210 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Institutes (Training Programs); Summer Programs; Alternative Teacher Certification; Teacher Education Programs; Educational Change; Program Effectiveness; Teaching Experience; Beginning Teachers; Adult Education; Alignment (Education); College Readiness; Career Readiness; Program Implementation; Teacher Attitudes; Teacher Persistence; Oklahoma (Tulsa) + Suchen Sie Ihr Suchwort? Sommerakademie; Sommerkurs; Bildungsreform; Junior teacher; Junglehrer; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Lehrerverhalten
Abstract	In summer 2015, roughly six years after the Great Recession of 2007-2009 ended, the American media began reporting on an emerging teacher shortage. Public schools were reinstating programs and classes that they had cut during the recession, and student enrollment was increasing. Meanwhile, enrollment in teacher training programs was decreasing. Teacher shortages are especially problematic for schools serving mainly students from low-income families and communities of color. Teach For America (TFA), founded in 1989, has grown to become one of the largest providers of educators in the country for high-needs, underresourced schools. In 2015, TFA was awarded a Supporting Effective Educator Development (SEED) grant from the U.S. Department of Education to redesign its summer training for new teachers, or "corps members" (CMs). In summer 2016, TFA piloted a redesigned training model, developed specifically for adult learners, that incorporated more rigorous academic standards and training methods and practices with an eye toward college and career readiness. This report presents the findings from a study that examined how the redesigned training was implemented in a TFA training site (program group) and how it compared with the usual training at other TFA sites (comparison group). It also examined the promise of the redesigned training to improve the short-term outcomes of the first cohort of TFA teachers to receive it -- that is, CMs' use of the new instructional strategies and teaching practices, their perceptions of the value of the training, their commitment to teaching and to equity, and their retention rates in the TFA program. The lessons from this study have helped TFA address the challenges that were encountered during implementation and to strengthen the redesigned training model. (ERIC).
Anmerkungen	MDRC. 16 East 34th Street 19th Floor, New York, NY 10016-4326. Tel: 212-532-3200; Fax: 212-684-0832; e-mail: publications@mdrc.org; Web site: http://www.mdrc.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01