UTRPP i3 Impact Evaluation Report

Y

19

Office of Innovation and Improvement (ED), Investing in Innovation (i3)

U411C140098

Urban Teaching; Student Teachers; Pedagogical Content Knowledge; Program Effectiveness; Undergraduate Students; Elementary School Teachers; Culturally Relevant Education; Integrated Activities; College School Cooperation; Partnerships in Education; Preservice Teacher Education; Faculty Development; Cooperating Teachers; Fidelity; Program Implementation; Student Teacher Supervisors; Coaching (Performance); Urban Schools

UTRPP addressed the i3 Development Grant Absolute Priority 1, Subpart 2: Increase equitable access to effective teachers or principals for low-income and high-need students. UTRPP infused comprehensive, job-embedded professional development (PD) for participating Residents and other teachers; established triads and quads to support Residents; and delivered a prescriptive focus on teaching and learning in urban settings with specialized emphasis on approaches established by the partner school district to ensure a seamless transition to induction and beyond. The PD built instructional capacity and improved both the Residents' and Classroom Teachers' content and pedagogical knowledge. The strength of UTRPP was in its unique approach, which included (a) targeting undergraduates for admission into the residency rather than graduate-level participants; (b) placing Residents in the field for an extended time, (c) integrating field experience with coursework aligned to trending issues in urban education; and (d) exposing Residents to culturally relevant content and field experiences unique to an urban setting (what UTRPP called a "place-conscious" approach to preparing educators in urban settings). The ultimate goal of UTRPP was to increase the academic achievement of low-income, high-need students in the partner district. [The report was produced by Bellwether Consulting.]

As Provided

Does Not Meet Evidence Standards

2021

ED616089