Clinically-Rich Teacher and Leader Preparation

Research shows that preparation grounded in strong clinical approaches increases teacher retention. To address teacher shortages and low retention in high-need areas, the New York State Board of Regents approved institutions of higher education (IHEs) and eligible non-IHEs to develop and offer pilot graduate-level clinically-rich teacher and school leader preparation programs.

10 Guiding Principles for Clinically-Rich Teacher-Leader Preparation
NCATE's Blue Ribbon Panel on Clinically-Rich Teacher Leader Preparation identified 10 guiding principles for clinically-rich teacher-leader preparation

A mini-webinar on P-20 School Patnerships: The Case of Lesson Study with Sharon Dotger, Syracuse University

A mini-webinar on Clinically Rich Teacher Preparation with Jean Ann, Anneke McEvoy, Long Peng and Pat Russo, State Univeristy of New York at Oswego

Teaching Residency Programs: A Multisite Look at a New Model to Prepare Teachers for High-Need Schools. Results from an Implementation Study for IES (Institute of Education Sciences)

In Fall 2009 and Spring 2010, 30 teaching residency programs received funding through one of 28 Teacher Quality partnership grants awarded to establish or expand residency programs. These programs follow a model of teacher preparation in which prospective teachers complete graduate-level coursework alongside a year-long fieldwork experience in the district in which the prospective teacher will be hired. This report provides descriptive information regarding the 30 residency programs. For a purposefully-selected subset of 12 of the programs, in-depth information is provided regarding program participants and the retention rates of teachers once hired by the district.

More on Teaching Residentcy Programs: Updated Retention Outcomes of Teachers Trained Through Teaching Residency Programs (August 2015)

An evaluation brief that examines the district and school retention rates of teachers trained through residency programs is available from IES. The brief is based on a study of residency programs that received funding from the U.S. Department of Education's Teacher Quality Partnership program. It examines two cohorts of teachers trained through residency programs—those who were in their first year of teaching and those who were in their second year of teaching as of spring 2012. The brief updates earlier study findings (Silva et al. 2014) which examined retention as of fall 2012. For context, like the earlier report, the brief also includes retention findings based on a representative sample of teachers with similar experience and teaching in the same districts as the residency teachers, but who were trained through other (non-TRP) programs.
The main findings are:

  • TRP teachers were more likely to remain teaching in the same district than non-TRP teachers with similar teaching placements.
  • School-retention rates were similar between the two groups of teachers.
  • TRP teachers who moved to different schools in the same district tended to join ones where a similar proportion of students were from low-income families, a lower percentage were black, and achievement was higher.

To read the brief, visit http://ies.ed.gov/ncee/pubs/20154015/.
To learn more about the teaching residency program study, including findings from the study's descriptive report on program participants and experiences, visit http://ies.ed.gov/ncee/projects/evaluation/tq_residency.asp.