What's Going On At NCTR?
In last week's E-Blast, we noted that NCTR's Strategic Consulting team held its third Design Series Institute for four California State Universities (CSUs) partnering with NCTR on the New Generation of Educators Initiative (NGEI). During the April 3 session, NCTR worked with our CSU partners to identify successes and challenges of clinically-focused program design and implementation, using data collected through our program diagnostic tool. Each of the four CSUs and their district partners created a program development plan for moving their clinical preparation and/or residency building work forward in year two of the initiative. Participants shared that the institute provided time to talk with their district partners and challenged them to "think more deeply about alignment, and how to define and determine success." We look forward to supporting further development of the CSU programs in the coming months.
Part Two of our interview with Randall Lahann of Nashville Teacher Residency (NTR) is live on our blog! Read about NTR's work to ensure that their residents are culturally competent and deeply connected to the communities where their students live.
|
|
|
Partner Updates
Our U.S. Department of Education Supporting Effective Educator Development (SEED) partner Metro Nashville Urban Teacher Residency (MNUTR) hosted a welcome dinner for its first-ever cohort on Friday, April 7, 2017. Congratulations on your launch, MNUTR!
Another one of NCTR's SEED partners, Kansas City Teacher Residency (KCTR), is currently hiring for several positions. Prospective candidates interested in careers in teacher preparation program management, curriculum design and implementation, and operations should visit KCTR's website for full job descriptions and application information.
|
|
|
|
Featured News
Study Shows Black Teachers Increase the Number of Black Graduates
A working study published by the Institute of Labor Economics has found that low-income black students who have at least one black teacher each year are much more likely to graduate from high school and consider college. In " The Long-Run Impacts of Same-Race Teachers," researchers from Johns Hopkins University, American University and University of California - Davis studied 100,000 students entering third grade in North Carolina between 2001 and 2005.
The researchers found that assigning a black male student "to a black male teacher in the third, fourth, or fifth grades significantly reduces the probability that he drops out of high school, particularly among the most economically disadvantaged black males." In fact, the paper proposes using a conservative estimation - that exposure to black male teachers in primary school could cut the high school dropout rate of black male students by 39 percent. Their "findings also suggest that a straightforward policy lever – assignment of black male students to black teachers – can help to close frustratingly persistent achievement gaps." Johns Hopkins University published a press release highlighting the paper's findings. The study was also noted by U.S. News & World Report and Education Week.
|
|
|
Events and Resources
Opportunity for Mentors:
Representing and Sharing the Work of Discussion: A Teaching Practice Partnership
TeachingWorks is looking to partner with experienced teachers (math, all grades; ELA, secondary grades) in order to examine, develop, and film the practice of leading group discussion. Participation entails a three-day workshop in Ann Arbor, MI this summer, plus co-planning and filming next fall. There is a stipend of $1500 for all participants.
There are two sets of application materials; one for math teachers and another for ELA teachers. The deadline to apply is April 28, 2017.
If you have questions about the Teaching Practice Partnership, email Adina Lopatin. For more information about TeachingWorks, visit teachingworks.org.
|
|
|
|
|
|
