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For the Public Good

The SFP's first report offers a framework to address challenges of pre-service clinical practice, in-service school improvement, and the profeessionalization of teaching in an integrated, mutually beneficial way through deep partnerships between providers and school districts.

To read the executive summary, please click here.


The ESSA Opportunity for Residencies

Right now, there is a unique opportunity to build support for pre-service teacher residencies in states across the country. As State Educational Agencies (SEAs) are developing new, ESSA-aligned plans, reisdencies that meet school and district needs can be incorporated into those plans as an allowable use of funds. The SFP has created a brief, 3-page document summarizing this opportunity.

In the News

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New York Times Op-Ed: Train Teachers Like Doctors


In the piece, we argue that funding yearlong co-teaching residencies should be a key priority for improving our educational systems. Residencies provide teacher candidates with the opportunity to work alongside an accomplished teacher while studying child development and teaching methods. Studies have found that graduates of teacher-residency programs are more likely to both improve student learning and remain in teaching longer than other new teachers.

Hechinger Report Opinion: Five reasons teacher residencies often outperform traditional training

Karen DeMoss, Director of the Sustainable Funding Project, explains some commonly identified benefits of the residency model. The emphasis on clinical practice in residencies leads new teachers to develop skills by being active participants in a classroom—and district leaders can see the difference when they become teachers of record. Read more of our observations from the TeachOregon Salem-Keizer Teacher Preparation Collaborative.