August 2021

Scaling the Site Coordinator Role
As educator preparation programs prepare teacher candidates to be successful in the classroom on day one, they recognize that they must anchor that preparation in teacher residencies – high-quality clinical experiences where candidates receive a full year of practice under an experienced, highly effective mentor teacher in a K-12 classroom (also known as a residency).

What’s more, these experiences optimally take place in a school and district that is partnering deeply with the university program to ensure that “residents” have the preparation, support, and feedback they need to teach students and learn critical skills themselves during this experience – and beyond, as they take on full-time teaching roles after graduation (often in those same schools and districts).

US PREP has been working with cohorts of university-based teacher preparation programs to redesign their preparation models. US PREP offers these institutions a combination of on-the-ground technical assistance as well as the support of a network of experts and like-minded institutions who are compelled by their convictions to disrupt inequities in our PK-12 school systems by ensuring all students have a day one ready teacher.

US PREP has found that in order to ensure strong, mutually beneficial university-school partnerships and high-quality clinical experiences at scale, educator preparation programs need to think strategically about their staffing models. Traditionally, colleges of education allocate most of their resources to the higher education campus (e.g. research, coursework, etc.). Part-time adjunct faculty supervisors typically supervise the clinical experiences but are not responsible for leading partnership meetings, selecting and training mentor teachers, or teaching classes. Further, many programs do not offer support and training to their supervisors, which can result in variable levels of coaching quality and observation ratings. Because the supervisors do not teach teacher preparation courses, they often aren’t aware of the skills and competencies that are being taught and therefore, may not be as capable of supporting the transfer of learning to the field. Many of the faculty don’t know who the supervisors are – and vice-versa, supervisors don’t know the faculty. Oftentimes, this model results in a disconnected training experience for the residents.

Click here to read the full case study.
Contact us for more details:
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