Impact Evaluation of Teacher Residency Programs

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Overview

Introduction
A.Background
B.Recruiting
C.Incentives
D.Coursework
E.Clinical experience
F.Post-residency placement

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Sheet 1: Introduction

Introduction

This worksheet has six tabs, A to F. Please review each of these tabs and fill in the yellow cells.

The U.S. Department of Education’s Institute of Education Sciences (IES) is conducting a large-scale evaluation of teacher residency programs. The evaluation will provide comprehensive information about the characteristics, effectiveness, and retention of teachers from different types of teacher preparation programs. It will also aim to shed light on effective approaches to teacher preparation used by teacher residency programs that could be implemented more broadly.

As part of this evaluation we are asking residency programs to participate in an interview. The in-depth information collected through this interview will provide a better understanding of the structure of residency programs and the instruction and support they provide to their participants.

Your participation in the study is voluntary and you may refuse to answer any questions you are not comfortable answering. The interview will pose minimal risk to you. It is conducted in two parts: this spreadsheet file which will take about 15 minutes on your own time to complete and a phone interview which will take about 60 minutes to complete. Some of the questions may require additional follow-up.

Per the policies and procedures required by the Education Sciences Reform Act of 2002, Title I, Part E, Section 183, responses to this data collection will be used only for research purposes. The reports prepared for this study will summarize findings across the sample and will not associate responses with a specific residency program, district, school, or individual. We will not provide information that identifies you or your district to anyone outside the study team, except as required by law. Any willful disclosure of such information for nonstatistical purposes, without the informed consent of the respondent, is a class E felony.

Paperwork Reduction Act Statement: Public reporting burden for this collection of information is estimated to average 15 minutes per response, including the time for reviewing instructions, searching existing data sources, gathering and maintaining the needed data, and completing and reviewing the collection of information. An agency may not conduct or sponsor, and a person is not required to respond to, a collection of information unless it displays a currently valid OMB control number. The valid OMB control number for this information collection is 1850-0960 which expires 04/30/2024. Send comments regarding this burden estimate or any other aspect of this collection of information, including suggestions for reducing the burden, to Mathematica, 600 Alexander Park, Suite 100 Princeton, NJ 08540 ATTN: Melissa Clark. Do not return the completed form to this address.

Proceed to next tab, A. Background

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Sheet 2: A.Background

Table A. Background
Please provide general background information on your residency program. Fill in yellow cells.
		Years operating
A1.	How long has your residency program been operating?
		Year
A2.	In what year did the first program graduates begin their first teaching jobs? By program graduate, we mean someone who has completed the program requirements and is eligible to become a teacher of record.
		Months	Number of academic terms	Please explain how you define academic terms. Are these quarters, semesters, full school years (fall to spring semseters), or something else?
A3.	What is the overall length of the program for a full-time student, from the time the student initially enters the program and begins taking coursework until the time the participant completes the program requirements and can begin a job as a teacher of record?
		Yes/No
A4.	Does your residency program have different pathways or requirements based on resident type? For instance residents focused on STEM or English Learners have different program requirements than non-STEM or non-English Learner residents.	Select drop down
		List the different types of residents in your program that have different pathways or requirements.
A4a.	IF YES TO A4, What are the different types of residents or pathways in your program? Please list them all.
	If you have any comments or additional explanations you would like to add for any of the above responses, please include them here.
Proceed to next tab, B. Recruiting

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Sheet 3: B.Recruiting

Table B. Recruiting
Please provide information on how your residency program recruits new applicants. Fill in yellow cells.
		Number of residents
B1.	How many residents did you aim to recruit overall for the 2021-2022 school year?
		Number of applications
B2.	How many applications did you receive for the 2021-2022 school year?
		Number of applicants
B3.	How many applicants were accepted or admitted to the program for the 2021-2022 school year?
		Number of enrollees
B4.	How many enrolled for the 2021-2022 school year?
		Proportion (%) of enrollees		Number of enrollees
B4a.	What proportion (or number) of the 2021-2022 enrollees... are male?		OR
	are female?		OR
	are another gender?		OR
	What proportion (or number) of the 2021-2022 enrollees… are white?		OR
	are Black or African American?		OR
	are Asian?		OR
	are Native Hawaiian or Other Pacific Islander?		OR
	are American Indian or Alaska Native?		OR
	What proportion (or number) of the 2021-2022 enrollees are of Hispanic, Latino, or Spanish origin?		OR
B4b.	What fields of studies are the 2021-2022 enrollees planning on entering (specify)? For each field of study, what proportion (or number) of the 2021-2022 enrollees are planning on entering that field of study?	Proportion (%) of enrollees		Number of enrollees
	Fill in first field of study		OR
	Fill in second field of study		OR
	Fill in third field of study		OR
	Fill in fourth field of study		OR
	Fill in fifth field of study		OR
		Enrollment in 2021-2022 was ____ than in 2019-2020.
B5.	How did enrollment in the 2021-2022 school year compare to enrollment in the year prior to the pandemic (2019-2020)?	Select drop down
	If you have any comments or additional explanations you would like to add for any of the above responses, please include them here.
Proceed to next tab, C. Incentives

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Sheet 4: C.Incentives

Table C. Incentives
Please provide the following information about financial supports for residents in your program. Fill in yellow cells.
		Yes/No
C1.	Do residents get any financial support, such as a living stipend or salary, tuition reduction, loans or grants, or loan forgiveness? Please consider financial support provided by the program or support only available to program participants, not general financial aid from the university.	Select drop down
		Yes/No
C2.	After residents become full-time teachers of record, do participants in your program routinely receive any additional financial support above and beyond their regular district-provided salary? Please consider financial support provided by the program or support only available to program participants, not general financial aid from the university.	Select drop down
		Average amount
C2a.	IF YES TO C2, What is the average amount of the financial support that participants receive per year, while fulfilling their commitment to this program and the hiring district?
		Number of years
C2b.	IF YES TO C2, How many years do they receive this financial support?
	If you have any comments or additional explanations you would like to add for any of the above responses, please include them here.
	Proceed to next tab, D. Coursework

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Sheet 5: D.Coursework

Table D. Coursework
Please provide the following information about the coursework residents complete during their academic terms. Fill in yellow cells.
D1.	How many days per week and hours per day is a student taking courses in each academic term?
	Time period	First academic term	Second academic term	Third academic term (if applicable)	Fourth academic term (if applicable)	Fifth academic term (if applicable)	Sixth academic term (if applicable)
	Days per week
	Hours per day
		Yes/No
D2.	Do the days per week and hours per day per student reported at D1 vary based on resident type? For example, residents focused on STEM or English Learners have different requirements than those not focused on STEM or English Learners.	Select drop down
	If you have any comments or additional explanations you would like to add for any of the above responses, please include them here.
Proceed to next tab, E. Clinical Experience

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Sheet 6: E.Clinical experience

Table E. Clinical experience
Please provide the following information about the clinical experience your program offers. Fill in yellow cells.
		First academic term	Second academic term	Third academic term (if applicable)	Fourth academic term (if applicable)	Fifth academic term (if applicable)	Sixth academic term (if applicable)
E1.	In each academic term, during a typical five-day school week, how many hours per week is the resident expected to spend in the mentor’s classroom? The mentor or cooperating teacher maintains ultimate responsibility for the classroom of the resident. A mentor or cooperating teacher has teaching experience or expertise and typically provides information, advice, support, coaching, and feedback to residents.
E2.	In each academic term, what is the minimum number of hours per week that the resident is expected to be fully in charge of the classroom?
		Yes/No
E3.	Do the hour expectations reported at E1 or E2 vary based on resident type? For example, residents focused on STEM or English Learners have different expectations than those not focused on STEM or English Learners.	Select drop down
	If you have any comments or additional explanations you would like to add for any of the above responses, please include them here.
Proceed to next tab, F. Post-residency placement

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Sheet 7: F.Post-residency placement

Table F. Post-residency placement and support
Please provide information on how your program graduates are placed into teaching positions. Fill in yellow cells.
		Number of graduates
F1.	About how many residents graduated from the program in spring or summer 2021?
		Number of graduates passing exams
F1a.	About how many of these spring or summer 2021 graduates passed their licensure or certification exams?
F2.	Considering all the resident graduates who became a full-time teacher of record in the 2021–2022 school year, how many were placed into schools in the following grade levels and subject areas?
		Elementary	Middle	High	Please describe this other type of placement
	Total resident graduates placed
	Multiple subjects, teaching self-contained classes for general education students
	Multiple subjects, teaching self-contained classes for students with disabilities
	English, reading, writing, or language arts
	English learner or bilingual programs
	Social studies or history
	Science
	Mathematics
	Foreign language(s)
	Something else?
	Something else?
	Something else?
	If you have any comments or additional explanations you would like to add for any of the above responses, please include them here.
End of worksheet. {Please return to [Name] at [email address]. / Please let [Name] at [email address] know that you completed the file.} Thank you!