Dallas Teacher Residency uses the teacher residency model to prepare and support aspiring teachers to teach in urban schools and urban school districts.
01/08/2020
“Research shows it matters. Studies find that having a same-race teacher makes black and Hispanic students more likely to graduate from high school and enroll in college and can even affect a choice of major.”
America’s schools are more diverse than ever, yet teachers are still mostly white Minority students, particularly Latinos, are on the rise, but few of their classes are taught by teachers of the same race.
11/13/2019
"Research suggests that the residency model that the program plans to use increases teacher retention. It builds on the medical residency model that emphasizes classroom experience."
Teacher Residency and Federal Dollars: One Approach to Solving the Rural Teacher Shortage The teaching shortage in one stretch of rural California is so bad that 600 educators are licensed through emergency credentials. The nearest public universities with teaching programs are 50 and 80 miles away. But a new nearly $7 million federal grant is tapping both online learning and year-long c...
10/30/2019
“Most importantly, if we want to keep teachers of color in the classroom, school, district, and state leaders need to start listening to us and understanding our stories and experiences.”
Retaining Teachers of Color in the Classroom Starts with Listening By Idalmi Acosta
10/17/2019
We had a great time spending this morning with our partners at Best in Class and Teach DFW and so many others doing great work in the educator preparation space. The work of ensuring that our students have access to a high quality teacher every year is critically important!
10/04/2019
Check out the upcoming events for educators hosted by our friends at The Educator Collective!
10/01/2019
"Residency programs, which emulate the model for doctors in training, have gained traction around the country in recent years ..."
Changing the way teachers learn can make all the difference in the classroom Challenging the traditional path to teaching.
09/23/2019
A School Data Breakthrough in Dallas: How an Innovative School Model Is Proving That Data Can Help Teachers Shape Individualized Instruction — and Achieve Impressive Student Growth This week, the George W. Bush Institute, in partnership with The 74, is presenting a series of four essays that look at the evolution and impact of data use in the Dallas Independent School District’s Accelerating Campus Excellence initiative. In this second chapter, we look at how principals and ...
“Fewer students in teacher prep programs. Thousands of unfilled teacher vacancies in state after state.
But we need to stop calling it a teacher shortage.
You can’t solve a problem starting with the wrong diagnosis. If I can’t buy a Porsche for $1.98, that doesn’t mean there’s an automobile shortage. If I can’t get a fine dining meal for a buck, that doesn’t mean there’s a food shortage. And if appropriately skilled humans don’t want to work for me under the conditions I’ve set, that doesn’t mean there’s a human shortage.”
We Need To Stop Talking About The Teacher Shortage Fewer students in teacher prep programs. Thousands of unfilled vacancies in state after state. But we need to stop calling it a teacher shortage.
09/04/2019
“I didn’t want to be a teacher. I didn’t choose teaching. Teaching chose me. But I did have a teacher who made a profound impact on me ...”
74 Interview: Researcher Gloria Ladson-Billings on Culturally Relevant Teaching, the Role of Teachers in Trump’s America & Lessons From Her Two Decades in Education Research See previous 74 interviews: Sen. Cory Booker talks about the success of Newark’s school reforms, civil rights activist Dr. Howard Fuller talks equity in education, criminologist Nadine Connell talks about the data behind school shootings, former U.S. Department of Education secretary John King tal...
08/30/2019
“What made me successful was that I cared about our kids. Caring meant that I took time to understand them: their hopes, fears, and the realities they dealt with each day. I wasn’t born with that information. I had to take the time to inquire, learn, and reflect. As a new administrator, I dared to think that if teachers took time to inquire, learn, and reflect as well, they too could become more effective in the classroom.”
I convinced my teachers to walk our students' neighborhoods. It changed our school. I encouraged my school to lead a walking tour of Camden for staff members. It changed our teachers' perspectives and helped them better understand our students.