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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.




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:



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:




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.  









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.



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.