Improved Student Outcomes
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The Classroom Academy provides each classroom with a second educator, a “teacher” in training, which increases instructional time, allowing more flexibility meeting individual student needs, small group instruction, and positively impacts student learning. In addition it improves lead teacher instructional practice through analysis, metacognition, and reflection, advancing professional growth for mid and late career teachers to also benefit student learning.
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Good Hiring DecisionsHiring and retention are also important factors, as the program provides the district with a two year opportunity to see the teacher candidate progress. This takes candidates through 2 full growth cycles as they make corrections, incorporate feedback, adjust to evidence impact on instruction, and progress on a path of instructional growth. Should the district determine the resident ‘fit’, they can make a better hiring decision with more likelihood they will retain the new hire.
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RetentionResearch shows, the candidate as a new hire will be more likely to be retained in that district as they will have developed a connection with the students, faculty, and community.
In addition, the lead teacher role provides an opportunity for highly skilled expert teachers to step into a teacher leadership role, providing opportunities for continued professional growth, contribution to the profession, and increased job satisfaction-a winning combination for retaining those expert teachers. | ||
Classroom ReadyLocal superintendents report new teachers, from many traditional student teaching programs, are not classroom ready. This often leads them to hiring teachers with experience at a higher rate. So they consider the residency a cost effective option, hiring a new teacher who has demonstrated classroom readiness; and essentially hiring tested experience at no cost (Step 1 vs. Step 3)
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Development in ContextAllows building leaders to shape the context of the candidates’ learning so they can develop an understanding of districts’ instructional priorities, objectives, programs, and communities’ needs.
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Cost SavingsThe district can utilize the candidate as a substitute for the lead teacher throughout the two year experience, benefiting students by providing seamless opportunities for continued learning when the lead teacher is absent.
In addition, during the second year, the candidate can substitute in their cert. area, up to 2 days per week, providing the district with a reliable and needed resource. |
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The Washington-Saratoga-Warren-Hamilton-Essex BOCES does not discriminate in its programs and activities, including employment and admission as applicable, on the basis of actual or perceived race, color, creed, sex, sexual orientation, national origin, religion, age, economic status, marital status, veterans' status, political affiliation, domestic victim status, use of a guide dog, hearing dog or service dog, disability, or other classifications protected under federal or state law, and provides equal access to the Boy Scouts and other designated youth groups. The designated district compliance officer(s) will coordinate compliance with the nondiscrimination requirements of Title VI and Title VII of the Civil Rights Act of 1964, Title IX of the Education Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, the Age Discrimination Act of 1975, the Americans with Disabilities Act of 1990, as amended, the Boy Scouts of America Equal Access Act, and the New York State Human Rights Law. The BOCES Civil Rights Compliance Officer is: Turina Parker, Washington-Saratoga-Warren-Hamilton-Essex BOCES, 267 Ballard Road, Suite 5, Wilton, NY 12831. phone: (518) 581-3716, email: [email protected]. Complaints may also be filed with the Office for Civil Rights, New York Office, U.S. Department of Education, 32 Old Slip, 26th Floor, New York, NY 10005- 2500, phone (646) 428-3800, fax (646) 428-3843, email:[email protected].