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Sustainable Strategies for Funding Teacher Residencies: Lessons from California

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Title: Sustainable Strategies for Funding Teacher Residencies: Lessons from California
Language: English
Authors: Yun, Cathy, DeMoss, Karen, Learning Policy Institute, Bank Street College of Education
Source: Learning Policy Institute. 2020.
Availability: Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
Peer Reviewed: Y
Page Count: 43
Publication Date: 2020
Sponsoring Agency: Bill and Melinda Gates Foundation
S.D. Bechtel, Jr. Foundation
Carnegie Corporation of New York
W. Clement and Jessie V. Stone Foundation
Document Type: Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Educational Finance, Financial Support, Sustainability, Teacher Interns, Preservice Teacher Education, Equal Education, Teacher Education Programs, Program Effectiveness, Minority Group Teachers, Teacher Recruitment, Teacher Persistence, Resource Allocation, Costs, Investment
Geographic Terms: California
Abstract: With significant state investment, teacher residencies are spreading throughout California. To sustain these efforts after the initial state investment, programs are using creative funding strategies. To learn about how teacher residencies across the state are funding their work, the Learning Policy Institute and "Prepared To Teach" at Bank Street College of Education partnered to examine the current state of practice around residency sustainability. The report highlights California teacher residencies with known financial sustainability efforts in which partners are leveraging local resources to support residents and mentor teachers. This report shares examples from California of partners working together to bring local resources to their residencies to make them more sustainable. The authors begin by setting the California context and briefly describing how finding funding for residencies can help to address teacher shortages while increasing the diversity of the teaching workforce. Then the authors present some concrete strategies that programs can use to move toward long-term sustainable funding for residency programs, with examples of how specific programs in California have successfully implemented select strategies. These strategies could be useful to districts, teacher preparation programs, community leaders, and state policymakers to help inform teacher residency design and supports. [This report was prepared by Bank Street College of Education Prepared To Teach and Educator Preparation Laboratory (EdPrepLab). For a related research brief, "How California's Teacher Residencies Are Helping to Solve Teacher Shortages and Strengthen Schools," see ED610884.]
Abstractor: ERIC
Entry Date: 2021
Accession Number: ED610885
Database: ERIC
FullText Text:
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  Data: Sustainable Strategies for Funding Teacher Residencies: Lessons from California
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  Data: Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
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  Data: Bill and Melinda Gates Foundation<br />S.D. Bechtel, Jr. Foundation<br />Carnegie Corporation of New York<br />W. Clement and Jessie V. Stone Foundation
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  Data: <searchLink fieldCode="DE" term="%22California%22">California</searchLink>
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  Data: With significant state investment, teacher residencies are spreading throughout California. To sustain these efforts after the initial state investment, programs are using creative funding strategies. To learn about how teacher residencies across the state are funding their work, the Learning Policy Institute and "Prepared To Teach" at Bank Street College of Education partnered to examine the current state of practice around residency sustainability. The report highlights California teacher residencies with known financial sustainability efforts in which partners are leveraging local resources to support residents and mentor teachers. This report shares examples from California of partners working together to bring local resources to their residencies to make them more sustainable. The authors begin by setting the California context and briefly describing how finding funding for residencies can help to address teacher shortages while increasing the diversity of the teaching workforce. Then the authors present some concrete strategies that programs can use to move toward long-term sustainable funding for residency programs, with examples of how specific programs in California have successfully implemented select strategies. These strategies could be useful to districts, teacher preparation programs, community leaders, and state policymakers to help inform teacher residency design and supports. [This report was prepared by Bank Street College of Education Prepared To Teach and Educator Preparation Laboratory (EdPrepLab). For a related research brief, "How California's Teacher Residencies Are Helping to Solve Teacher Shortages and Strengthen Schools," see ED610884.]
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      – Text: English
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        PageCount: 43
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      – SubjectFull: Educational Finance
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      – SubjectFull: Financial Support
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      – SubjectFull: Sustainability
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      – SubjectFull: Teacher Interns
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      – SubjectFull: Preservice Teacher Education
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      – SubjectFull: Equal Education
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      – SubjectFull: Teacher Education Programs
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      – SubjectFull: Minority Group Teachers
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      – SubjectFull: Teacher Persistence
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      – SubjectFull: Resource Allocation
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      – SubjectFull: California
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      – TitleFull: Sustainable Strategies for Funding Teacher Residencies: Lessons from California
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