Tag Archives: #ResidentExperts

Lessons from Chicago Public Schools on Meeting the Needs of English Language Learners

Chicago Public Schools serves over 360,000 students, 18.7% of whom are English language learners (ELL). The Spanish-speaking student population, in particular, makes up about 35% of the total student population. I spoke with Felicia Butts, Director of Teacher Residencies at Chicago Public Schools, about their growing bilingual teacher residency program.

headshot for Felicia Butts, Chicago Public Schools

This conversation has been lightly edited for clarity and length.

Could you tell us about Chicago Public Schools’ (CPS) residency programs focused on preparing educators to work in bilingual classrooms?

The bilingual residency program provides an accelerated two-year master’s degree in which graduates receive a master’s degree, professional educator’s license, and an endorsement in bilingual education and English as a Second Language (ESL). We have two bilingual residency program tracks: one focused on early childhood education and the other focused on elementary education. Our residents undergo a suite of carefully curated professional development modules that include support from the Office of Language and Cultural Education. Residents receive support in teaching in bilingual and dual-language classrooms while working in specific grade bands. They also receive professional development in cultural competence and social emotional learning.

During the first year, residents are matched with carefully vetted mentors and placed in training sites. We facilitate a matching process where [incoming residents] get to choose who would be the best fit for them to work with. Teacher residents spend a full year in the training site side by side with the mentor teacher to get training and support, guidance, and coaching. During this first year, residents work in a full-time position where they receive a $35K salary with benefits. In the second year, residents are hired as teachers of record in their own classroom, earning a full teacher’s salary, while they work on the bilingual and ESL endorsement.

How many teacher candidates did you serve last year, and do you hope to see the program grow?

Last year we had 11 bilingual elementary residents. This year, we have 21 bilingual elementary residents, and nine early childhood bilingual residents. We recently opened up our recruitment cycle and are hoping to grow. Our recruiting targets are 25 for each of the program tracks for the 2020-2021 cohort. (The overall size of the residency program, which includes special education and STEM teachers, is 90 people this year.)

For the early childhood education cohort, we have to do significant outreach. The interest is there, but there are many systemic barriers for candidates to overcome, including culturally and linguistically limited tests such as the ACT, TAP, and SAT. Recently, the governor provided some reprieve, eliminating these tests as program entry requirements. We’re looking forward to being able to get candidates enrolled with fewer barriers.

Which languages do you currently serve?

We are currently serving Spanish, the most commonly spoken home language in CPS other than English. We’re hoping to expand to the top five most spoken languages in Chicago: Arabic, Urdu, Cantonese, and Polish. In order to train a group of teachers bilingually in one of the other top four languages, it would require a classroom with that language as a main mode of instruction. With the cohort model being a critical part of our residency program, it would be challenging for a resident to be in a program with predominantly Spanish language speakers. Continue reading

New State Policies Enable Teacher Residences: A Q&A with Tamara Azar of the National Center for Teacher Residencies

As my colleagues and I have shown over and over again, teacher residencies, which closely tie teacher preparation coursework with a year-long (frequently longer) classroom experience, are a promising way to prepare a strong and diverse cohort of new teachers. And recent progress in state and federal policy — including additional flexibility from ESSA on how states use Title I, II, and III and IDEA money for teacher professional development — is making it easier for states to implement the teacher residency model.

The National Center for Teacher Residencies (NCTR)*, an organization that provides strategic guidance to its national network of teacher residency programs, is at the center of advocacy for high-performing residency programs. Their programs have a strong track record of working in partnership with high-need schools and districts: 97% of graduates from NCTR network programs teach in Title I schools, which primarily serve kids from low-income backgrounds and kids of color.

I spoke with Tamara Azar, NCTR’s Chief External Relations Officer, about the progress of state policies and the future of teacher residency programs.

This conversation has been lightly edited for clarity and length.

What state policy approaches enable teacher residency programs to proliferate?

We’ve seen at least four different approaches. The first uses policy as the initial driver. I would put Louisiana, West Virginia, and South Dakota in this group. Louisiana launched the Believe and Prepare pilot with a small amount of funding and focused on changing policy first. West Virginia has written policy requiring teacher preparation programs to offer a teacher residency pathway, and given institutions of higher education (IHEs) the flexibility to identify what works within their systems to accomplish this goal. Continue reading

How Can We Extend the Reach of Great Teachers? A Q&A with Stephanie Dean on Opportunity Culture

How should we train teachers? How do we ensure that all students have access to great teaching?

Those questions are at the heart of many education policy debates. While it may be difficult to “raise the bar” on the teaching profession by erecting barriers to entry, recent studies show that teacher coaching and teamwork offer more promise as ways to help young teachers improve their practice and to create a real career ladder within the teaching profession.

Stephanie Dean

In order to find out more about how this work is going in schools, I reached out to Stephanie Dean, the vice president of strategic policy advising and a senior consulting manager at Public Impact. In that role, Dean is working with schools and districts to implement what they call “Opportunity Culture,” a way to re-organize schools into collaborative leadership teams.

This conversation has been lightly edited for clarity and length.

Tell us about Opportunity Culture. What’s the theory behind it, and what are you hoping to accomplish?

Opportunity Culture schools create high-pay, high-impact teacher leader roles. The cornerstone role in Opportunity Culture schools is the multi-classroom leader. Districts and schools must begin with very careful selection and design. They are selecting candidates who produce greater-than-expected student growth, and they’re also looking for competencies that are needed to lead adults and students. That’s the selection side.

On the design side, a school team creates a staffing model and a schedule that ensures each multi-classroom leader — who continues to teach in some way — has time during the day to work intensively with a small team of teachers. This means time to analyze data, plan instruction with the team, observe and offer feedback, and model and co-teach. The staffing model keeps the team size small to ensure the multi-classroom leader is able to provide the level of high-impact leadership that’s needed. We’re talking about a team of 3-8 teachers, similar to the standard we see in other professions.

Two things happen in this type of school staffing design. First, the school gains a powerful group of instructional leaders. They’re powerful in the sense that a multi-classroom leader shares accountability for their team’s student learning outcomes. They know the students, they’re working with them in small groups, they’re analyzing data, and they’re in the classroom helping teachers. This model helps create a sense of “being in it together,” and ensures teachers on the team are getting relevant coaching every day to help move their practice along.

The second thing that happens in this model is that a career path emerges for teachers. Too often teachers are forced to leave the classroom to pursue advancement in their careers. We know many of those teachers would stay in classrooms if there were some way to advance.

Multi-classroom leadership means taking on an essential role in your school’s leadership team for a very large pay increase. A multi-classroom leader will see their influence spread to more teachers and students, and in return the average pay supplement they earn is $12,000. The range nationally (among Opportunity Culture schools) is from $6,000 to $23,000. Those stipends are funded out of existing school budgets, so they’re designed to last, creating a meaningful job and a meaningful pay increase. That changes the way the profession looks today and the way it looks to prospective teachers as well. Continue reading

Media: “NM’s $10 million bet on teacher recruitment” in the Albuquerque Journal

I have a new op-ed in the Albuquerque Journal about New Mexico’s recent teacher recruitment bills. The state struggles with teacher shortages, specifically teachers of color. Six in ten students of color will go through their entire schooling without having a teacher who looks like them. As you’ve read in Katrina Boone, Justin Trinidad, and Cara Jackson‘s work, that’s a BIG problem.

The state is investing $10 million in two new programs to address this shortage, but I argue that they’re divvying up their dollars the wrong way:

The bulk of this investment is going to the Teacher Preparation Affordability Act, which targets new prospective teachers. A much smaller amount of money is allocated to the Grow Your Own Teachers Act, which focuses on current education assistants. But this is the wrong way to divvy up the pot: The state should be banking more on current education assistants and less on prospective teachers.

Education assistants are the perfect population to recruit from to address teacher diversity and retention concerns. Nationally, paraeducators – like New Mexico’s education assistants – are more likely to be bilingual, born outside the U.S., and nonwhite than current teachers. And they’ve already demonstrated their interest in working in schools. This type of locally focused recruitment strategy isn’t new: Former Public Education Secretary Karen Trujillo, whose dismissal was announced last month, led one such program out of New Mexico State University. But the Grow Your Own Act is particularly promising; it could be the incentive that pushes education assistants into lead teacher positions. According to a recent survey of current New Mexico education assistants, the primary barriers to completing licensure positions are time and money. But if each education assistant enrolled in the program uses the full scholarship amount available to them, that’s only enough to prepare 17 new teachers. By way of comparison, last year, New Mexico had 740 teacher vacancies. The state needs to do much more to recruit teachers of color, and this plan isn’t it.

Read the full piece in the Albuquerque Journal.

This op-ed is part of a series on teacher residencies. Read Bellwether blog posts in the #ResidentExperts series here.

Exploring Pathways Into Early Education: Q&A with Kathy Glazer of the Virginia Early Childhood Foundation

Early educators spend all day building baby brains, setting them up for lifelong learning. You would think, then, that they would be supported and paid accordingly. But, as you already know if you’re a reader of Bellwether’s early childhood work, that’s not the case. Early educators actually make less than animal caretakers and desk clerks

The early childhood field is exploring alternative pathways to better compensate and prepare early educators. One such pathway is an early childhood apprenticeship, like the Registered Apprenticeship initiative offered in Virginia. To understand how this apprenticeship operates, I spoke with Kathy Glazer, the President of the Virginia Early Childhood Foundation (VECF), a key partner in the Registered Apprenticeship program.

This interview has been lightly edited for length and clarity.

Teachers from the ACCA Child Development Center in Annandale, Virginia are celebrated for their completion of early childhood registered apprenticeships at an event in Richmond in March 2019.

Let’s start with the basics. What is the registered apprenticeship and what is VECF’s involvement with it?

The Virginia Early Childhood Foundation leverages a partnership with the Virginia Department of Labor and Industry to facilitate and promote registered apprenticeships for early childhood educators. The program allows early childhood employers — specifically, child care directors — to designate early educator employees as apprentices, or be apprentices themselves. 

Apprentices complete a sequence of coursework and on-the-job training based on an individualized professional development plan. They need to complete a certain number of coursework hours; they receive college credit for those. They’re also paired, one-on-one, with a veteran staff member who mentors them and advises their on-the-job training. It takes about two years to go through the program. 

VECF’s role is to facilitate and shape implementation of the apprenticeship program. We identify potential participants and leverage an existing state-funded initiative, Project Pathfinders, to cover the cost of the required college coursework (tuition, fees, textbooks, etc.) so that there’s no cost for apprentices or their employers.

What do apprentices get after completing the program?  Continue reading