Addressing the ‘Urban Teacher Quality Gap’: Two Approaches National Council for Accreditation of Teacher Education AACTE New Orleans February 2008

The Problem  Inadequate access to well-qualified teachers in urban areas  Need for more appropriate high quality preparation AND INDUCTION SUPPORT for teachers in urban schools

Two Approaches  Urban Teacher Residency Model  PDS-based Preparation and Induction

Urban Teacher Residencies Seven principles :  Tightly weave education theory and classroom practice together  Focus on learning alongside an experienced, effective mentor  Group teacher candidates in cohorts  Build constructive partnerships with districts, schools, communities, universities and unions  Serve school districts  Support Residents once they are hired as teachers of record  Establish and support differentiated career roles for veteran teachers (

PDS Based Preparation & Induction Six Principles:  Connecting theory and practice by grounding new teacher learning in the real life of schools.  Partnerships that extend across the communities of interest, involving the university, the school district, the school, and teacher organizations.  Assessment appropriate for what new teachers have to learn.  Qualified mentors specifically trained and compensated to mentor novice teachers.  Focus on student learning by embedding novice learning in the cycle of teaching practice.  Restructuring. time, roles, and resources to create an effective learning community for students and professionals.

Similarities  Comprehensive teacher development system (prep. – professional development)  Based on medical residency model – situated learning  Prep. includes full year residency/not teacher of record  Continuing support for induction phase  School structures support teacher learning  Partnership-based

Differences UTR Model  Full year paid residency in prep. phase  Facilitating third party entity  Prep. and induction geared toward needs of specific district PDS-Based Model  Full year unpaid internship in prep. phase  University/district/union partners  Prep. more generic;  Induction district specific

Shared Challenges  Policy context Conflicting local, state, and federal policies  Capacity Scale-up requirements  Communication Cross institutional partnerships  Financing Requires front end investment in teacher recruitment, preparation, and induction  Jurisdictional control Who prepares and inducts new teachers

Panelists  Catherine Emihovich U. of Florida, Gainesville  Mark Larson National-Louis University  Jon Snyder Bank Street College of Ed.  Michael Whitmore Academy for Urban School Leadership  Jesse Solomon Boston Teacher Residency

Discussion Questions  What is the nature of the partnership in your program?  What do you believe is important for new teachers to know? When, where, and how do they learn it in your program?  How does your program address the needs of diverse learners?  What are the challenges and benefits of situated learning for teachers?  How might your programs influence teacher education and school reform more broadly?