Page Links


Bank Street College's Sustainable Funding Project Releases Two New Reports

“Clearing the Path: Redesigning Teacher Preparation for the Public Good” and “Investing in Residencies, Improving Schools: How Principals Can Fund Better Teaching & Learning” Provide Leaders and Educators with Resources to Support High-Quality Teacher Preparation

New York, NY – September 28, 2017—Bank Street College of Education, a recognized leader in early childhood education and teacher and leader preparation, announced today the release of two reports by the SustainableFunding Project (SFP) to articulate and share effective strategies for creating co-teaching residencies for aspiring teachers. When implemented, the strategies advance a strong and sustainable educational system that develops well-prepared teachers nationwide.

Grounded in SFP’s experience working with districts, schools, and teacher preparation providers from across the country, the reports—titled “Clearing the Path: Redesigning Teacher Preparation for the Public Good” and “Investing in Residencies, Improving Schools: How Principals Can Fund Better Teaching & Learning”—provide a closer look at school- and district-level partnerships and strategies that can financially support high-quality, sustainable teacher residencies. The reports capture new work and lessons learned since SFP published “For the Public Good: Quality Preparation for Every Teacher” in 2016.

“Creating a financially sustainable way to ensure teachers can be fully prepared before taking on the deep responsibility of teaching our children is foundational to creating an educational system to serve our democracy. The reports point to viable solutions for districts and providers across the country,” said Josh Thomases, Dean of Innovation, Policy and Research at Bank Street College.

“Clearing the Path: Redesigning Teacher Preparation for the Public Good,” draws on lessons from early innovators effectively implementing co-teaching preparation programs. The report presents strategies for developing strong partnerships that support funding models to provide stipends for teacher candidates in full-time teacher residencypositions. These innovative partnerships span geography and sector, including urban, suburban, and rural schools and districts; undergraduate and graduate level institutions; and public, private, and alternative preparation programs.

“Most residents need financial supports during their year-long placements, and increasing their student loan debt is not a viable option. Providing stipends helps programs attract and prepare the strong teachers our schools need,” said Karen DeMoss, Director of the Sustainable Funding Project at Bank Street College.

“Investing in Residencies, Improving Schools: How Principals Can Better Fund Teaching & Learning,” the first of a series of upcoming case studies, presents a deeper analysis of feasibility for school-level funding of teacher residencies. Based on research at an innovative charter school in California, the report describes how the school’s financial model enables funding of co-teaching positions for new teachers within the school. Though the case study focuses on funding possibilities for California schools, the strategies it describes are available to school leaders nationwide who are interested in building effective co-teaching residency models.

“While there is no one-size-fits all approach for funding teacher residencies, our study suggests that, with creative staffing strategies, school leaders can find resources to support resident stipends,” said Brigid Fallon, Program Analyst for the Sustainable Funding Project at Bank Street College.To access the reports please click here: To learn more about how year-long co-teaching residency programs can help provide all aspiring teachers and K-12 students with an equitable, high quality education, please visit

About Bank Street College
of Education
Bank Street College of Education is a recognized leader in early childhood education, teacher and leader preparation, and the development of innovative practice in school systems across the country. For one hundred years, Bank Street’s focus has been improving the education ofchildren and their teachers by applying to the education process all available knowledge about learning and growth, and by connecting teaching and learning meaningfully to the outside world. Learn more about Bank Street’s Children’s Programs, Graduate School of Education, andDivision of Innovation, Policy and Research at

About the Sustainable Funding Project
The Sustainable Funding Project was launched by Bank Street to address a significant problem in public education: how to ensure all aspiring teachers matriculate through high-quality programs so that every teacher enters the profession prepared for the demands of 21st century classrooms. We work with national, state, and local partners to support this vision. Learn more at

New York Times Op-Ed: Train Teachers Like Doctors


The Sustainable Funding Project at Bank Street has been grappling with the challenge of how to sustainably fund teacher preparation nationwide. In Summer 2016, The New York Times published our op-ed on some of the ideas behind our work. 
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. Here is an excerpt: 

If we are serious about improving public education, we need to invest in our aspiring teachers and ensure they get sustained practice with real coaching and support. The nation will need more than a million new teachers in the next decade. They will be teaching our future doctors, engineers, and pilots—all of whom will have high-quality professional training at the side of experts in their field. Our teachers deserve the same.

Read the full piece at New York Times.  If the ideas resonate, I hope you share it widely so we can build more awareness of the possibilities for strengthening future teachers' preparation opportunities. (Using features for sharing via the Times website will maximize coverage!)