Residency partnerships can create structures that save dollars in the long run.https://educate.bankstreet.edu/faculty-staff/1029/thumbnail.jp

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Reallocate Quick-Entry Fundingto Sustain a Residency ProgramA district starts to conceptualize this model knowing that 100 quick-entry teachers will be filling vacancies. During the transition, the district needs to keep 100 teachers in the classroom.The district uses gap funding for a yearly cohort of 25 residents.Teaching: 100 quick-entry Preparing: 25 residents Gap funds: 25 residents Rollover funds: 0 residentsTeaching: 75 quick-entry25 residency trainedPreparing: 50 residents Gap funds: 25 residents Rollover funds: 25 residentsTeaching: 50 quick-entry50 residency trainedPreparing: 75 residents Gap funds: 25 residents Rollover funds: 50 residentsTeaching: 25 quick-entry75 residency trainedPreparing: 100 residents Gap funds: 25 residents Rollover funds: 75 residentsTeaching: 0 quick-entry100 residency trainedPreparing: 100 residents Gap funds: 0 residents Rollover funds: 100 residentsYear 1Year 2Year 3Year 4Year 525 Quick-entry teachers 25 residency-trained teachersprepared with rollover funds25 residency-trained teachersprepared with gap fundsIn five years, the district has transformed its teacher pipeline.$$ $$ $$$ $$$$$$$$Many districts rely on quick-entry programs—pathways aspiring teachers can take that require little or no clinical practice before becoming a teacher of record—to fill teaching vacancies. Districts can reduce dependence on quick-entry programs and prepare teachers to teach effectively on day one by using gap funding to support an initial cohort of residents, decreasing teaching vacancies and moving towards a pipeline of quality, home-grown teachers.100 residency-trained teachers are in the clssroom, 100 new residents are training alongside veteran teachers to fill vacancies next year, and schools are no longer reliant on quick-entry programs.Bank Street College | Sustainable Funding ProjectPrepared To Teach | Bank Street CollegeSchool-level strategies forresource reallocationUsing california’s local control Fundingformula, we can estimate the revenue for two schools—one low-needs and one high-needs—that enroll about 826 Students K-8.11% 75%$5,032,259 $5,918,933disadvantaged disadvantagedtotal allocated fundstotal allocated funds$1,456,850estimated funds remainingafter paying classroom teachers$2,343,524estimated funds remainingafter paying classroom teachers9%of the remaining budget will funda $15,000 stipend for 9 residents(one resident per grade level)6%of the remaining budget will funda $15,000 stipend for 9 residents(one resident per grade level)$556,065estimated instructional supportfunds (11.05% of budget)$654,042estimated instructional supportfunds (11.05% of budget)24%of the remaining budget will funda $15,000 stipend for 9 residents(one resident per grade level)21%of the remaining budget will funda $15,000 stipend for 9 residents(one resident per grade level)What portion of the funds remaining after paying class-room teachers could be used to support resident stipends?What portion of instructional support funds could be used to support resident stipends?Prepared To Teach | Bank Street College

Cost-Saving Partnership Structures

https://educate.bankstreet.edu/cgi/viewcontent.cgi?article=1029&amp;context=faculty-staff

Cost-Saving Partnership Structures

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EDUCATE (Bank Street College of Education)