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ESSER Logic Model for Teacher Residencies
Get PDFThis document provides support for Local Education Agencies (LEAs) who might wish to use their Elementary and Secondary Emergency Relief (ESSER) Funds to develop teacher residency programs. Residencies are explicitly allowable under federal guidance, as they can address both immediate COVID-19 learning opportunity gaps and help districts build back better by diversifying the teaching force, reducing turnover, and improving outcomes. The logic model above is part of the new resource that LEAs can use to complete their required ESSER plans.https://educate.bankstreet.edu/pt/1031/thumbnail.jp
Guidance: Resident Expectations and Agreements
Get PDFThis document outlines expectations that residency programs might want to make explicit for those who will be enrolling in the residency. Many of these considerations also would be included in formal agreements between individual residents and preparation partnerships, for example when residents must agree to serve as teachers in a district in exchange for receiving funding during the program.https://educate.bankstreet.edu/pt/1021/thumbnail.jp
Preparation Program and District Partnership Agreement Considerations
Get PDFThis document outlines key considerations to keep in mind when building a residency partnership. Articulating agreements can help clarify the responsibilities of each party—programs and schools or districts—as well as foster a shared understandings of the mutual goals and responsibilities the partnership wishes to embrace. Agreements can remain informal or can form the basis for a formal Memorandum of Understanding (MOU).https://educate.bankstreet.edu/pt/1016/thumbnail.jp
Going Further Together: Building Ownership and Engagement to Support High-Quality Teacher Preparation
Get PDFBuilding shared ownership and engagement over teacher preparation can help ensure that efforts to sustainably fund high-quality programs will endure beyond initial start-up funding. By drawing on effective, lasting collaboration among stakeholders who have not traditionally worked together—both within organizations and across organizational lines, programs can successfully identify sustainable funding sources for the long term. This report shares strategies for building ownership and engagement and highlights programs across the country that have successfully sustained and grown the kind of commitments that ensure program development and longevity.https://educate.bankstreet.edu/pt/1015/thumbnail.jp
Simple Shifts: Paying Aspiring Teachers with Existing Resources
Get PDFReallocation helps partnerships redesign work roles to better support preparation efforts and to allow candidates to earn compensation during their clinical practice. Simple Shifts shares ways in which residents can bring value to the classroom and how districts and programs have leveraged the skills of aspiring teachers.https://educate.bankstreet.edu/pt/1011/thumbnail.jp
Five Domains for Transforming Teacher Preparation
Get PDFThis report describes the process of establishing the current Prepared To Teach theory of change, which supports national communities of practice in five domains identified by the Network\u27s learning agenda in the 2019-2020 school year: mindset shifts, educator roles, labor market alignment, school improvement, and deeper learning. Read how these five domains are explored through existing residency partnership programs, how individual programs both solidified and strengthened existing partnerships, and important insights into how to expand and share the benefits partnerships can reap through their work together. Finally, explore how the domains center the need for systemic changes built upon the cornerstones of justice and equity in order to construct an educational system that helps every student thrive.https://educate.bankstreet.edu/pt/1009/thumbnail.jp
Look Again: Making Friends with Sensory Processing Disorder
Get PDFThis paper explores the impact of sensory processing differences on the development of young children’s peer relationships in early childhood. Current children’s literature on Sensory Processing Disorder (SPD) is limited in addressing the ways in which SPD intersects with social interaction among students with disabilities and their nondisabled peers. By exploring social scenarios grounded in the lived experiences of one child with SPD, I aim to broaden what counts as acceptable approaches to connection and interaction among young children. I use the social model of disability, the tenets of the neurodiversity movement, and the guiding principles of Disability Critical Race Theory (DisCrit) as a framework to reject traditional racist and ableist norms of social-emotional development, create more inclusive educational spaces that welcome the full range of human variation, and encourage children to be more of who they are
Designing Early Childhood Educator Residency/Apprenticeship Programs: A Guide to Estimating Costs
Get PDFThis guide was created to support states, cities, and communities in understanding the design and cost considerations associated with establishing high-quality residency or apprenticeship programs for early childhood educators.https://educate.bankstreet.edu/bsec/1006/thumbnail.jp
The Name Curriculum: Exploring Names, Naming, and Identity
Get PDFThe act of naming, or using and respecting one’s name, is a humanizing act: it is foundational to one’s sense of identity and belonging. Conversely, the act of ‘de-naming,’ or changing, forgetting, or erasing one’s name, is an act of dehumanization: it denies one’s sense of identity and belonging. The Name Curriculum provides an opportunity for third grade students to explore the role of names and naming as they relate to one’s sense of self and community. It draws on the role of developmental psychology, the urgency of historical context, and the power of children’s literature. Specifically, it explores how language development informs a connection between one’s name and sense of self, how patterns within and across historical events exemplify connections between naming and oppression, and how children’s literature can provide accessible entry points for meaningful conversations about naming, identity, and belonging. Over the course of the year, students consider questions related to names, identity, oppression, power, and belonging. Ultimately, the curriculum highlights the power of names to combat oppression with abolition