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"For the Public Good" Press Release



“For the Public Good: Quality Preparation for Every Teacher” Report Advocates For Funded, Pre-Service Clinical Preparation as a Key Element of High-Quality Teacher Preparation in the 21st Century

New York, NY June 23, 2016 – Bank Street College of Education, a recognized leader in early childhood education, teacher and leader preparation, and learner-centered practice, announced today the release of “For the Public Good: Quality Preparation for Every Teacher.” The report, developed by Bank Street’s Sustainable Funding Project, asserts that all aspiring teachers should have access to yearlong co-teaching experiences, commonly referred to as “residencies,” in classroom settings with experienced teacher mentors prior to certification. The report also identifies public funding streams to support residency programs nationwide and outlines how teacher preparation providers and school districts can establish mutually-beneficial partnerships to support high-quality teacher preparation and incentivize positive change across the entire educational ecosystem.

Research shows that when teachers are not well prepared, school culture and student achievement suffer, and districts are burdened by costs in the billions attributed to the high attrition rates associated with underprepared teachers. Drawing from case studies, large scale-empirical data, and theoretical models from around the world, the authors demonstrate how paid residencies can address a range of persistent challenges facing schools and districts across the country, including:

• Attracting a diverse group of promising candidates into the profession;
• Ensuring all teachers have the skills they need to promote student growth and learning;
• Retaining effective teachers, especially in schools serving low-income and diverse families;
• Creating a teacher development continuum that offers meaningful leadership and learning opportunities for all teachers; and
• Enhancing broader school improvement.

“While the expectations of teachers continue to increase, we have not yet ensured that every aspiring teacher has adequate opportunities to master and apply an ever-growing knowledge base about teaching and learning before they enter the classroom,” said Karen DeMoss, Director of the Sustainable Funding Project at Bank Street. “Just like doctors in training, aspiring teachers need sustained clinical experiences alongside expert practitioners to build links between educational theory and practice so they are ready for the rigors of the job on day one.”

The report outlines examples and benefits of strong residency models within the U.S and abroad and explores how districts and preparation providers nationwide could support funding for a significant number of residencies by reallocating existing resources. The report identifies several potential funding models and outlines a set of principles for planning quality residencies.

“To achieve our national goal of providing a quality education for every child, we must recognize the link between quality teacher preparation and the public interest and support teacher residencies as the required norm,” said Josh Thomases, the Dean of Innovation, Policy and Research at Bank Street. “We hope this report—which explores the benefits of this approach and identifies potential funding models for teacher residencies—will help inspire dialogue and collaboration to positively impact teacher preparation, school improvement, and student learning.”

The Sustainable Funding Project partners with teacher preparation programs, K-12 educators, intermediary organizations, and government officials at the district, state, and federal level to address the growing need for a systematic approach to strengthening the quality and diversity of teacher candidates, their preparation experiences, and their efficacy as teachers. The report offers an effective vision for contemporary teacher preparation and will serve as a resource to support partnerships between districts and preparation providers, both of whom stand to benefit from deeper pre-service classroom experiences for aspiring teachers.

“Sustainable funding for high-quality teacher preparation is an absolute necessity to ensure every child in this country has access to the education they deserve,” said Jal Mehta, Associate Professor of Education at Harvard University. “This report provides an important framework to help policy leaders, preparation providers, and educators move towards ensuring well-prepared teachers for every classroom. I encourage everyone interested in educating all our children to read it."

A full copy of the report is available at