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Meeting of the Board of Regents | February 2010

Monday, February 8, 2010 - 11:15am





Higher Education Committee



Joseph P. Frey




Transforming Teaching



January 26, 2010



Goals 1, 2, 3,







Issue for Discussion

To provide the Board of Regents with information on a graduate level clinically rich program model.

Reason for Consideration

              Review of Policy


Proposed Handling


The item is being presented to the Board of Regents at its February 2010 meeting for discussion

Procedural History

At your November 2009 and December 2009 Board of Regents meetings, the Department introduced a teacher education clinically rich model designed to strengthen teacher preparation and increase the supply of highly effective teachers providing instruction in subject shortage areas in high-need schools.  You requested that staff provide you with additional information on such a graduate level model.

Background Information

              Department staff have researched various clinically rich (residency) programs across the nation including the Boston and Denver Teacher Residency programs and the Urban Teacher Residency program model. Graduate level residency programs are designed for candidates who hold baccalaureate or advanced degrees in secondary education subject areas but do not hold teaching certificates.  Residency programs are usually 12 to 14 months in duration, with the candidates working with a teacher mentor who is the teacher of record and taking coursework during the summer and evenings.

We propose to pilot two types of graduate level clinically rich programs potentially offered by both IHEs and non-collegiate providers.


  • Candidates in the first piloted model will hold baccalaureate or advanced degrees, and after an intensive introductory program, enter into teaching as the teacher of record, and be eligible for Trans B certification. Upon completion of the program and successful completion of all required teacher certification examinations, candidates will be eligible for the initial certificate. The Trans B program will have rigorous admission standards and significant mentoring for the first years.


  • Candidates in the second pilot program will hold baccalaureate or advanced degrees and will be placed in a classroom with a highly trained mentor/teacher in a closely supervised environment.  Candidates will be evaluated on a continuing basis using performance assessments aligned with statewide teaching standards to be developed. During the year-long clinical component, they will work toward their Initial certificate through completion of program requirements that will be designed to optimize the opportunity for candidates to connect theory and practice.


Clinically rich teacher preparation programs piloted by non-collegiate institutions will need to meet the same program requirements as IHE programs.  Non–collegiate institutions will be required to register their programs with the Department.  As part of the registration, the non-collegiate institution will need to provide evidence that it has met college and teacher standards pursuant to Sections 52.2 and 52.21 of the Regulations of the Commissioner of Education, subject to revision and approval by the Board. Non-collegiate institutions will be required to:


  • have equivalent instructional time as IHEs;
  • ensure that program expectations meet  the same master’s degree level as IHEs; and
  • demonstrate that instructional staff bring records of proven instructional expertise and performance with high-need students.


Furthermore, the pilot programs will include a research design that will measure the effectiveness of different models and different providers in positively impacting student achievement.

Attachment A provides draft standards for a clinically-rich teacher preparation program that, if the Regents approve, could serve as the basis for the RFP for these pilot programs.


Based on staff analysis of existing program models and the Regents goals to strengthen teacher education in order to advance their agenda to transform teacher preparation to recruit and prepare skilled teachers for New York State’s high need schools, we ask that the Regents provide conceptual agreement to:


  • Allow the Department to develop regulations to provide program standards under which select providers, including institutions of higher education, cultural institutions, and non-profit organizations will pilot clinically-rich teacher preparation models aligned with the newly developed teaching standards and performance-based assessments.
  • Allow potential providers to design and implement rigorous clinically-rich preparation programs to prepare teachers to be effective in high need schools through an RFP process, using financial resources potentially available through Race to the Top funds.
  • Include designing and developing digital age learning experiences and assessments within the pilots.
  • Ensure that the pilots are assessed for their effectiveness.
  • Continued support for development of Clinical Teacher Residency standards.



With Regents approval, we propose the dates below for potential implementation:

Key dates for proposed implementation of pilot teacher preparation programs

RFP issued for pilot teacher preparation programs

June 2010

Pilot programs are developed by collegiate and non-collegiate institutions

September 2010 – June 2011

First cohort of students begin pilot programs

September 2011


Attachment A


Draft Clinically-Rich Teacher Preparation Program Standards

Program providers will develop a program of study based on the research of best teaching practices that supports clinically-based approaches for teacher preparation. Rigorous clinical programs would provide teacher education candidates with opportunities to engage the culture of the school community and understand the unique needs of the student population. Such programs must provide continuous opportunity, under the supervision of trained mentor/teachers, to apply theory to practice and ensure sufficient time to develop pedagogical skills to transition effectively into teaching in high need schools.  



  • The program provider will provide evidence regarding the activities conducted to ensure that the program is grounded in the newly developed teacher standards and research, and is focused on preparing teachers to meet the needs of students in the performance gap.


  • Program oversight - Program partners (e.g.,  teacher preparation programs, schools, school districts, charter schools and, where appropriate, community based organizations) are able to articulate the roles of each partner, including the administration of the partnership, and how the partners will benefit with a focus on improving student performance in high need schools.  Partners are able to describe necessary community involvement to sustain the program in the long term.


  • Recruitment and support - Partners have a clearly articulated plan for recruiting and supporting candidates targeting teacher shortage areas in high need schools, including the means of ensuring effective clinical placement with strong mentoring attending to the learning needs of the school/district.


    • Clearly defined school/district goals
    • Collaborative recruitment
    • Highly selective and rigorous recruitment criteria
    • Commitment from the candidate to teach in a high need school for a specific period of time.


  • Mentoring - The partnership clearly illustrates how mentors are recruited through a highly selective process and provides the necessary training and support to ensure effective mentoring and support for program candidates.


    • Partners collaborate to provide and prepare mentors
    • Clearly articulated criteria for recruitment
    • Research based mentor training program
    • Program of evaluation of mentors


6.     Clinical experience - Partners ensure that theory is connected to practice through a collaboratively designed clinical experience that provides a rich variety of practical experiences teaching a diverse population of students to ensure completion of a clinical program targeted to ensure preparation of effective teachers in high need schools.


  • Clinical experience and candidate evaluation is aligned with developed teaching standards.
  • Assessment of candidates by trained supervisors and mentors/teachers. 
  • Instruction is aligned with clinical experiences to ensure the development of relevant, research-based teaching skills.
  • Clinical experience provides a rich structured experience with an experienced mentor and aligned with the needs of the school/district.
  • Clinical experience provides an increasing responsibility for classroom instruction.
  • The effective use of instructional technology to inform instruction is integrated in program design and the clinical experience.
  • The use of rubrics-based video analysis of candidates teaching experience to inform program design, feedback and assessments.


7.     Graduate support - The partnership with the school and, as relevant, the school district, charter entity, and community-based organizations provides the means by which candidates are supported in their initial teaching experience and ensures the availability of trained coaches, classroom based coaching and/or learning communities.


  • Partners collaborate to provide and prepare coaches
  • Clearly articulated criteria for recruitment
  • Research based coach training and professional development programs
  • Program of evaluation of coaches
  • Partners develop ongoing support opportunities for program graduates