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ERIC Number: ED512419
Record Type: Non-Journal
Publication Date: 2008-Aug
Pages: 40
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Creating and Sustaining Urban Teacher Residencies: A New Way to Recruit, Prepare, and Retain Effective Teachers in High-Needs Districts
Berry, Barnett; Montgomery, Diana; Rachel, Curtis; Hernandez, Mindy; Wurtzel, Judy; Snyder, Jon
Aspen Institute
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.)
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
Publication Type: Reports - Evaluative
Education Level: Elementary Secondary Education; Higher Education
Audience: Practitioners; Policymakers
Language: English
Sponsor: Arthur Vining Davis Foundations; MetLife Foundation
Authoring Institution: Aspen Institute; Center for Teaching Quality
Identifiers - Location: Illinois; Massachusetts