Hello everyone. Welcome. Good morning. Good afternoon. Good evening to some of you. Thank you for joining us today and I hope you're all safe and healthy and enjoying your summer. My name is Elena Silva. I direct the pre K12 education team at New America. For those who do not already know or not familiar and New America is DC based think tank and civic enterprise. We're a collection of problem solvers researchers analysts writers and a lot more. We're all connected by a vision for a better future for our nation and for our world. Education is a big part of this vision. So you'll see if you if you visit our website which we hope you will that our education program spans from birth, all the way through higher education and the workforce. We're designed this way to address the whole trajectory of learning so that we can see and we can attend to some of the essential true lines of that trajectory, including educators. Those who support guide construct assess and play an immeasurable role in the healthy development of infants children youth and adults. At New America, we have had a sustained focus on improving the educator workforce for years. We've been analyzing how we recruit and train teachers and leaders. Who we recruit and train to be teachers and leaders, how they're developed and supported in the classroom, what policies enable this type of strong preparation and support and more from analyzing micro credentials to launching a national network of program programs. Our work puts educators at the top of the list of education policy priorities. We know we're not alone in this work and we're deeply appreciative of all of you who have worked with us to strategize how to take teacher preparation to the next level to modernize the system so it can reflect and serve today's students. In particular, I'd like to thank Bank Street colleges prepared to teach initiative for all their work and their willingness to collaborate on this event. Shouting out a big thanks also to my colleagues at New America, just the best group of people to work with so thanks to all. A big thanks all all to all of you as well, who I'm guessing are here because you also see this as an important moment. So, I think that education field and beyond is rethinking and reimagining a lot of our systems and a lot of our policies. It's a time when we're trying to figure out what matters, most for kids who historically, and now still get the least. This is our priority this has been our vision and our goal for a long time. We can't serve them well if we don't give them great teachers, and we can't give them great teachers unless we can create accessible and supportive and sustainable pathways to teaching. As a field we know what works for teacher preparation there's a tremendous amount of research already out there decades of research on how to develop and support a strong diverse workforce of teachers. We have a great lineup of folks to come, and we want to have make sure we have time for questions and to get you all engaged in this. So I'm going to pass them like now over to Karen Demos who is the executive director of the prepare to teach initiative, and it's going to set the stage on what we know from all this research I just mentioned. Thank you so much Elena for that inspiring introduction it's been a great pleasure for our team to work with new America on this event we're very excited to be here. Especially to learn from the two panelists that we have coming up following this brief summary of the research that we have. I think we're going to share some slides there we go. We are my role in this presentation is to share with you some of what we do know in terms of teacher preparation and how we can transform that to best serve students next slide. So there's three. Did you hear next slide there we go three big areas that we have some strong research on that we should all keep in mind as we're thinking about pathways into teaching that workforce or teacher effectiveness and teacher stability and teacher diversity are all important key teacher quality issues so these are three areas that we should all focus on as we're thinking about our pathways. Next slide. Teacher effectiveness, pretty clearly teacher effectiveness increases with experience. The more you've been able to teach the better a teacher you are the longer you've taught, the more you can improve students achievement you can reduce disciplinary referrals you can increase their attendance patterns you can improve motivation. In particular novice teachers have a lot to learn and a lot of growth areas in order to get that experiential base. Two thirds of teaching growth actually happens in the first couple of years of somebody's placement. And teachers do continue to improve over time having experienced teachers also in inside a school also helps new teachers get better so teacher experience is an important aspect of this quality work that we're looking for. Next slide. This aspect is really an equity issue when teachers quit students in schools lose especially those students were most concerned with addressing historical inequities around. So teacher turnover itself costs a lot of money for the country costs about $10,000 to $20,000 per teacher to replace a teacher. That's lower in the rural areas and higher in the urban areas and those dollars when they're new teacher turnover or just wasted dollars every year that we have to expend to hire new people. The evolving door of novice teachers is even more problematic when you think about the students, it rob students of the chance for a strong strong learning opportunities those who are underserved in particular face this reality. Turnover rates are about 70% higher in schools with high proportions of students of color, and lots more teachers with under four years of experience serve students of color and those family from families with low incomes. It also affects the entire school. It's disruptive because you lose institutional knowledge you lose knowledge of students those relationships that are so important and relational trust diminishes which also diminishes student engagement and outcomes. Next slide. Third piece of this triumvirate is the diversity actually really does matter. Really and linguistically diverse teacher workforces benefit all students research is clear on that and then in particular, having a same race teacher improves educational and life outcomes for students of that race, you get increased math and reading scores decreased by the technical equitable disciplinary referrals and increased life likelihood of enrolling in college if a child who is black has a teacher who is black in elementary school to 13% more likely to enroll in college just by that one indicator alone. But we have a huge mismatch in this country between teachers and student racial diversity 80% of teachers are white. Over half of our students are BIPOC students so that's a very big gap that we've got to start addressing. So the current teacher preparation system the landscape the approaches the pathways that we have all of these affect teacher quality next. Got a couple of sort of dense slide coming dense slides coming up about our various teacher preparation pathways and I'm going to pause here and say that at the end of this presentation as you heard in the beginning. Not only will there be a recording but this slide deck, which does include a lot of references and the end of the slide deck, plus a handout that gives you some more detail on some variations across these common features of the pathways. All of those things will also be available at the website after this this presentation after the event today. Generally speaking we have two big pathways for going into teaching we usually call them traditional pathways and alternative pathways we're going to focus pretty specifically on institution of higher education traditional pathways and then fast track alternative pathways in these first two rows here. Traditional pathways are education focused degrees typically pre baccalaureate but with lots of master's programs also eight to 16 weeks of student teaching that's where people go into the field and do their clinical practice alongside another teacher. That's usually one of the things that happens before somebody has a solo teaching or a teacher of record kind of a position where they're hired for the classroom. They only have that solo teaching or that teacher of record after program completion including your licensure test that's the basic traditional preparation program fast track alternative programs are usually post baccalaureate. No education background in particular is required. You have one to six weeks of training or observation in classrooms, after which time you get a full position paid with benefits to do solo teaching. You're not fully certified as a teacher yet, and you often have done some of your licensure tests but not necessarily all of them. So those are two common categorizations of pathways but we want to encourage people to think differently and think more about the attributes that would happen if we had extended preparation programs regardless of the particular pathway that something is categorized under. We're going to focus today on two that have really strong potential benefits and some strong research behind them. Residencies and grow your own programs. Residencies are district and preparation co constructed programs that are designed in particular to bring people into districts and or to create the kinds of high quality preparation that we think all teachers should have. They usually have at least a full year sometimes to working alongside a mentor in a classroom before they're hired as a teacher of record for solo teaching. And solo teaching only happens after program completion, including all licensure tests grow your own programs share those features, but though they really focus on recruiting from racially and linguistically underrepresented groups from the local community. The length of placement can vary in some of those programs because do I often use a traditional or a residency approach depending on the particular populations that they're recruiting into the field. Next slide. So these pathways have impacts on those big three buckets that we were working looking at earlier stability and diversity from these two pathways these two big pathways traditional and fast track alternatives. The, the traditional programs, generally speaking, have graduates who are largely white and female obviously that's not the case in minority serving institutions but in general if you look at the populations across the country that's the case. They're not well represented after they graduate in high need or hard to staff schools, their certification areas are often mismatched with what the labor market needs so for example they might graduate with an undergraduate in, in early childhood in childhood or early childhood education when the district needs bilingual, and they're, they are retained in the field and about twice the rate of fast track alternatives. Fast track alternatives are much more likely to be teachers of color and male than traditional pathways so real plus there. They're much more likely to work in high need areas are hard to staff schools the challenges that they're also much more likely to exit the profession quickly than traditional pathways are particularly teachers of color, who leave it even faster rates from these pathways than their white counterparts do so we're losing some of our potential population of teachers that we would really like to keep in when these pathways extended preparation pathways whether they are registered under either traditional or alternative. Those programs both residencies and grow your own are much more likely to be teachers of color to work in high need schools to stay in the profession and to have direct linkages to districts hiring needs so a lot of benefits come from those next slide please. So these pieces about diversity and staying in the profession those teacher those people who come through high quality preparation programs are good for students next slide. We know that there's an evidence of positive impact on student achievement from year long residencies those very often do include grow your own approaches. So we know that achievement impact improves even more. There are also likely other outcomes as well through increased experience stability and diversity as we saw early on when we talked about the kinds of things that impact student outcomes related to experience and stability and diversity. Next slide. So what are the attributes of these high quality preparation programs whether they're classified technically as either alternative or traditional. Those of the pathway name they include district preparation program collaboration co construction, this idea of this year long side by side placement of the inspiring teacher with an accomplished mentor teacher, an integration of theory and practice, where you've got the theory and research, not just over here at the university and the practice over here in the school but they really do try to make those two things fit together. Additional supports is needed to meet academic and licensing requirements such as test success on the tests and funding for candidates while they work. Next slide. That funding is a really important piece because affordability is a really important piece aspiring teachers can't work for free and learn how to teach well. It turns out that across the country or undergraduate students about 40% of undergraduates now work full time 76% of graduate students do and 20% of those have dependence. When you're at a graduate level, people who are in teacher preparation incurred just as much debt on average as other people did. So here they're being asked to work for free and their student teaching very often, which is of course one of the reasons that the alternative programs that allow you full salary and benefits are so attractive. So we need to be sure that we don't increase debt while people are doing their clinical practice learning in that year long placement that side by side work with a teacher. Students are actually a really important part of this affordability piece but two thirds of college costs up to two thirds of college costs can be related to your living expenses not tuition because there are tuition supports that come through financial aid. So thinking about how to identify what college what living expense costs are and ways that you can reduce those living expense costs for candidates is an important aspect for affordability. The diversity we know from some really great research out of a CTE that candidates who come from white backgrounds who are in teacher preparation programs come from families that have on average $90,000 of income a year to draw on, whereas candidates of color in those same programs come from families with half of that at their disposable at their disposal. Next slide. Finally, this is sort of a way to think about how can we get out of this financial affordability problem so that everybody can afford to go through one of these high quality programs just one idea. Our program works on a lot of different ideas here's one idea for how we could start to fund some of those. Think back to that 20 10 to $20,000 a year per teacher and when we know that 25 to 35% of turnovers from first or second year teachers that's recurring costs for teachers during that first couple of years when they don't have enough to do a really strong job with student learning. So if we can reduce that turnover and then take that to let's just take the low end 25% of the total turnover costs that are that are estimated from across the country which range from 2 billion 2.6 billion to 8 billion depending on what you include in the models, and just go on the conservative side of 25% of that 2.6 billion is $650 million in annual recurring expenditure for early career turnover costs. That money could buy 32,000 residents or Gio teachers funded at 25,000 each which is a pretty generous funding level compared to most programs right now, 54 million hours of tutoring at 12 an hour or 15,800 new teachers at the average new teacher salary so it's one of the ways that we can figure out how to start funding candidates to go through these high quality programs to best serve students. And now I'm going to turn it to the next, the next set of this work which is a wonderful panel we're going to hear from these are practitioners who are leading innovative programs that are making a big difference in students lives. Thank you Karen so much for the informative presentation and framing for today's conversation. My name is Amaya Garcia and I'm deputy director of the pre-failed education program in the education policy program at New America. I'm thrilled to be joined by the sustained group of panelists, all of whom who are working to transform teacher preparation. Today I'm joined by Tanya Hogan, who is the director of undergraduate student success in the School of Education and Human Development at the University of Colorado Denver, Cheryl James, who is executive director of urban teachers in Baltimore, Bernard Coons, executive director of teaching, learning and leadership and Highline Public Schools and Amber Thompson, the Nicole associate professor and associate chair of the teacher education program at the University of Houston. Welcome and thank you for being part of our event today. So I'm going to start off by asking all of you just to tell us a little bit more about the work. All of you represent programs that are thinking outside of the box and preparing teachers in close partnership with local school districts, and with intensive and guided clinical training. To begin with, it would be helpful to hear from each of you about how the design of your the design of your program, the candidates that you serve, and why or how this strategy has been impactful. Tanya, why don't we start with you. Hi, everyone, and thank you for inviting me to be part of this panel. So I work at CU Denver and our program is called Next Gen. It is an undergraduate teacher residency program we are a grow your own program and partner with our districts and, as it was mentioned earlier in co constructing this we did start off being grant funded but now we are under the university has adopted the program. Our students we start recruiting from high school, and we partner with all our pathways programs from high school so pathways to teaching the cadet programs. We have we host events early on in during their senior year to get them interested in and have that straight pipeline into our program. We specifically are trying to diversify the teacher workforce so the program was created specifically for students of color first gen and linguistically diverse students. The needs in our district we have a lot of bilingual programs and are in need of having students who can teach in Spanish in our largest district that we partner with. So we, they start off and we start supporting the minute they're interested in our program. And so we know some of those barriers are the application process. How to apply to our university how to move through those steps so we connect early on with them and help them through that particular process. We have a summer bridge program that prepares them for their role they're going to have in the school so we start with them in freshman year, and they we've partnered with our districts to have paid para internship. We could it's a para educator intern position that we've created with them so they are getting paid to work out at the schools Monday through Friday, eight to 12 in the morning and then they come and take courses in the afternoon. We have been able to fund some of it in some districts through work study, and then in other districts they're hired as employees of that district and serve that dual role. We have found that is a great way to support that financial piece while also getting early field experiences learning the lingo of the district of that they're in the curriculum how things operate. We get early coaching and feedback because it is our program is situated within the larger residency schools. There's a site professor and a site coordinator that is also at each school. The students get a lot of feedback that lots of coaching and feedback early on as they start off as para professionals, and because they have been turned part attached. The students where they are if it's a more experienced student they're going to move along faster and have more experiences, leading up to they may be running and planning their own groups teaching in whole group, and varied experiences. The other part that the program provides is we have monthly cohort meetings where that space is pretty is those meetings are actually with me, we meet together it's kind of a third space where the students can really bridge. They're learning from their courses and what's going on in the district and be honest about it right so they're going to see things that aren't okay and they need that space to talk about them. We have found that having those real conversations and not sugarcoating anything and addressing the critical issues in education actually helps the students be more prepared. Why are teachers leaving the profession. Why are teachers of color not saying within their schools and the more we have those conversations, the better prepared they are and know what those challenges are going to be going moving forward. In those cohort meetings we support them with anything that they need support with. We also have wraparound support so every student gets a success mentor that ensures that they're doing well in their classes that they have a good strong work life school balance, and support them in all the navigational either getting hired into the district filling out the work study form or just other things that happen at the university and all that paperwork so we're kind of helping in that situation so it's not all on them and they don't feel overwhelmed by some of just the policies and procedures that we have that deter students from moving forward. Really we help them with those licensure tests and the praxis in particular having extra supports modules resources group time. Our program is very collective so we work together to support each other we've got peer mentors that mentor the next generation and help them move in that way, and then once they get to senior year they join up with our students doing their more traditional residency year the professional year, and we still provide that support. Because we're partnered with different districts our students also get priority hiring in the districts and there's a lot of support with resumes interviewing and getting them placed within the district. And as a result of all of that our students are having better scores on their evaluations compared to other first year teachers and are staying in the profession longer than their counterparts because again they're aware of what they're getting into from the beginning and working on that. I could keep talking about this for a long time but I'll stop there. Thank you so much. Hi, yes, thank you also happy to be a part of the panel so I am the executive director of urban teachers in Baltimore as you said urban teachers is also in Dallas and DC. We are certainly identified as in function as a residency program. We are also thought of as a teacher development program is certainly we regard ourselves as a teacher development program that provides a full spectrum of services as a talent pipeline solution, exclusively in Baltimore through partnering with Baltimore City public schools in our most high need schools. We do everything including recruitment on boarding and induction, clinical preparation, guaranteed job placement because we work exclusively with Baltimore City public schools, not only do we provide our teachers with a 14 month residency but we also walk them through the hiring process to make certain that they have job placement. And then of course we have a lot of focus as well on retention. I think one of the bedrocks of our program certainly is that we have a 14 month residency, where all of our aspiring teachers have a summer a school year and then a second summer where they're working directly with experienced effective teachers in Baltimore City public schools. And so they had that 14 months up close personal proximate work in the school so they get to know not only the profession but also the communities in which they will serve because we work exclusively in urban settings, also the students. And that we begin to build their confidence and their ability to do the work in our classrooms in Baltimore. I'd say another thing that really makes our program stand out in addition to having 14 months of residency where they're working alongside an experienced teacher in Baltimore City public schools. We also provide three years of coaching. I think we all would agree that teaching is not easy and it's not something that someone should be left for themselves to figure out. And so, while they're getting practical experience in a clinical setting, they are also earning their master's degree, and we have three programs of study that is elementary education, secondary math and secondary literacy so they're getting clinical experience, they're getting theory as well as practice, alongside earning their master's degree and they have three years of coaching one on one coaching. And so we two have a lot of wrap around supports for our teachers because obviously the end goal is to have retention of our teachers so that they stay long enough, as we heard earlier in this presentation, stay long enough to really have impact for students and to really begin to perfect their practice and so that's what the 14 month residency allows them to do to have safe practice, but practice practice that's moving towards perfection. So you'll probably have a lot of other questions where probably I can expound but I think I've named some of the bedrocks of the of the offerings to urban teachers in Baltimore. Thanks so much Bernard. Hi everybody. So my name is Bernard Coons and I work for Highline Public Schools in the south side of Seattle, Washington. And we have a close partnership with Western Washington University which is about 100 miles to the north of us. So our program is focused on supporting the development of our current bilingual parent educators who have completed an and an associate's degree in our seeking to complete their bachelor's degree and and get a teaching certificate that will prepare them to work in our dual language programs which are which are growing quickly. So a little I'll talk just briefly about the school district a little bit in our needs and then I'll describe the program a little bit. So our school district has some pretty bold goals that are driving the need for the program which is to have all of our students graduate bilingual and biliterate, which has caused obviously a big increase in our in our dual language programs, which are in Spanish as well as a Vietnamese program. And we have kind of long term aspirations to launch through the languages as well but need to make sure we have that pipeline of teachers that can come in. So after you know the initial use that program really you know struggling to find teachers that they had the skills that wanted to stay in our program. We tried a lot of things and it landed on this program is a way to get awesome teachers that are rooted in the community and really open up opportunities for folks that may not otherwise be able to navigate into the career of education. So that's just briefly a little bit about the school district. And so the kind of that's in both the program. So it is a it is a direct partnership with Western Washington University. They provide the academic program and partner with the school district on the design of the courses. Some of the courses are taught by adjuncts that are also highly public schools staff but there's also tenured faculty that they teach courses as well. The courses are offered on site within our school districts or folks don't have to travel back and forth and obviously they've been on they've been online. We've actually in the initial years of the program we intentionally did have live classes in a big part of that was about developing that strong cohort model and really creating a strong collective sense of what we're doing as a teaching community, rather than having folks go off and do things on their own and then try to navigate it on their own and that's been a really big learning for us is keeping those folks together. It's a strong cohort so folks work for two years full time they're working as bilingual Paris they are matched with a teacher who they spend at least half their time with. And that's their mentor teacher across the course of the two years as they're learning things in their courses they're able to try things on and and in fine tune their practice. They're also learning how to use our materials and learning the instructional approaches that are specific to our school district as they're doing that. So, after two years they graduate with a bachelor's degree, as well as a teaching certificate and they're ready to go in our in our programs. Have a real super high rate of hiring folks that we've trained and that's sort of the game plan obviously. Another really important partner is our SM bar state agencies that have really worked with the legislature to line up funding sources to help support both the institutions to offer the program as well as a forgivable long program that takes out a big chunk of the worry around the around the tuition. So we address the tuition need as well as address the employment need because folks are working for us while they're doing it. So I don't know what's going on about the program but that's a quick sketch. Thanks Bernard and Amber, why don't you close us out with telling us about the program in Houston. Great thanks thanks for being here for allowing me to be here. I'm a little giddy today I've seen students for the first time since February 2020 just this morning and so I'm, I'm kind of all hyped up so I will try to make sure that I speak quickly. I am the associate chair and I have the privilege of running the teacher education program at the University of Houston and so in Houston, Texas, right. We have about 1000 students in the program at any given time, we certify about 400 a year. Most of what I'm talking about today, most of our students are in a what we call traditional undergraduate program so they are, they are undergrads they have not graduated with their bachelor's yet and they're seeking their teaching certificate as an undergrad. So if you think of our program as the last two years or their junior and senior year. That's where we have about 1000 students in the program at any given time with 400 out in the field student teaching completing a residency. And I will say sometimes people will say oh it's a decent size big program, but HISD Houston Independent School District hires about 1500 teachers each year on average. And that's only one of 35 surrounding districts and so that is we are a very small portion of what is needed in the greater Houston area. So a little bit about our program. We are junior year is you know foundational coursework. You know they do have some students have some field experiences those kinds of things, but really our capstone or our kind of bedrock is also the senior year residency. I'll tell you we've had a senior year residency since 2012 we've had a variety of formats if you ever want to talk about things that don't work so great contact me offline, because I have some some things to share with you. But in 2015 we really went through a kind of the beginning of an overhaul of our entire program and really transformed it into what it is today. Like I said that last year of the student teaching residency, or the program is a student teaching residency where our students are placed in cohorts out in districts.  That site coordinator also one of the things that we're really excited about is is just how deep our partnerships have become with the local school districts and co constructing what the residency looks like and really looking at this as we're, we're supporting and preparing the student teachers together rather than we we prepare them at the university and then you know say take it away on districts and so we're really working with that from the start. The coordinator does meet with mentor teachers by quarterly, they also meet with the administrators quarterly and governance share governance meetings or we share data and really talk about how to best support students. One of the things I will say that I wanted to make sure I talked about was, you know, one of the mission. The mission of the College of Education is to eradicate health and educational disparities. And one of those, the, the, the ways we do that is really believing in the senior year residency and the practice that teachers, teacher candidates get during that time alongside a high quality mentor teacher. You know our hope is that they move into their first year as a solo teacher is more like a second teacher than a first year teacher because they've been in that teacher for that placement for a year. However, we know that that creates financial barriers right or there are financial barriers being able to be in a residency for an entire school year. Really sought out lots of different ways to support teacher candidates while they are in their undergrad program through scholarships with foundations with very specific partnerships with particularly the Houston Independent School District for a Grow Your Own where they HIST recruits students and then they support them by paying their tuition through their four years at University of Houston. Most recently we've engaged in opportunity culture with public impact and which is providing residency stipends for student teachers and working on innovative staffing to sustain those residencies and so that's kind of where we are right now really practice based really out in the field, lots of coaching, but really now working and kind of shifting to how do we remove those financial barriers and how do we make sure that all teacher candidates in the Houston area have access to a year long residency. So our P12 students benefit. I think I like everybody else could talk forever so I'm I think that's probably that so I will mute. So all of you mentioned the partnerships that you have with school districts and we know that strong partnerships are a key component of any successful residency or GIO approach. But what are the mechanisms that make a partnership work and keep it intact. Bernard let's start with you. What have been the key components of building and sustaining Highline's partnership with the Woodring College of Education at Western Washington University. Yeah, that's a good question. I think I think the most fundamental thing to talk about is having two institutions that have shared goals and shared vision around what they what they believe in about education and are able to tap into that moral imperative of why they're doing the work. And when you're able to articulate that and share that story with each other and share that with other folks that are within your respective institutions. You're able to get some longevity in that relationship that can survive different, you know, kinds of people in different roles and keep the in keep the relationship going. So coming back to that's a really important thing. And I think, yeah, so that's, so that that's key. Um, I think, I think there is a piece around investing the time and energy it takes across institutions to develop relationships with folks, and just spend time and understand who's going to be processing this paperwork on your side and who's going to do that work and let's get my person to talk to your person and have us all talk together. So that finance people are talking to each other and the people that are directly interacting with the candidates are talking to each other and taking and taking some time and paying attention to that to make sure that those are happening and in healthy ways. And when things go a little sideways, you know, like talking about it directly and being able to name it and work through it. So, those are a few things I think they are about the relationship between the university and the school district that are really critical. And I think I'll say is the university's decision to work with school district staff is adjunct faculty and some of the courses I think has also been really critical in strengthening the overall relationship, because is those high line staff work with university based staff, the university is also engaging them in a certain way, and that's really healthy. Anyone else can jump in if they have some thoughts. I'd also say much like Bernard that part of what's been so strong in terms of the partnership and in our earlier years I would say at urban teachers. We probably function more as a vendor with Baltimore City public schools just providing talent pipeline, but over recent years we've made a really strong pivot very intentionally to be a partner. And so looking at what is the vision and the goal of Baltimore City public schools and making certain that we are a sustainable part of those goals and the vision and so that has meant that we've worked very closely with the CEO of Baltimore City public schools as well as the chief of human capital, really understanding where our teachers needed to be placed, what kinds of schools they needed to be in making certain that our teachers were our residents in particular, we're going in and cohort groups, so that we really can have the numbers to bring about the impact but just being really intentional and sitting with Baltimore City to think about where our teachers were being placed, and how that would be of service to their growth and experience to become a qualified first year teacher and as Amber said I think not to look exactly like what we might think of as a novice first year teacher, but also to make certain that we were being additive once again to the overall goals. And so I think as we've moved into partnership, and we are seeing institutionally as a way of bringing retention to the teacher workforce in Baltimore City public schools we've just seen more in depth conversations and strategy planning between our teachers in Baltimore City public schools. I think the other thing that we've done at Urban Teachers is to make certain that we have the staffing to support. So we make certain that we have staff that directly support our residents, and the principles that take our parents and same thing for our fellows we refer to our fellows as teachers of records those who are full time teachers and so we now have staff that support our fellows, and they'd also work with the principles who hire our fellows so building our capacity to be available to our school partners on a daily basis I think it's certainly strengthened our partnership and then our coaches, because we do most of our work in person pre code it. We go into the schools and so the more participants the more residents and fellows we have in a school, the more often you see our coaches and so what that is done for principles is give them another person in the building, who can help to support instruction because when our coaches go in, in particular with our residents our teachers, who are being trained to become full time teachers. We hear their host teachers their mentor teachers say, my practice got better as a result of your coach coming in and working with the resident because some of our teachers have been out of formal training for some time and so they get to also work with and benefit from having a coach in the building so I think just becoming a fabric. of what our school system is working towards and just being integral in the work and having more conversations and being more intentional about how we plan together and work together has certainly strengthened the partnership and I think you don't really have a partnership. If you aren't planning together and talking together about what's working and what's not, and then you know try try again kind of thing. I'll follow up. Similarly to what Cheryl and Bernard have said I think relationships is important that the district we partnered have partnered with for seven years which is the longest in our largest district. I worked in that district prior to coming to the university for 16 years and so the relationships being built is is equally as important in co constructing what that's going to look like. We've reached a point where we're very honest with each other like we can give criticisms of you know what do we need to improve at the university level what needs to be improved at the district level. And that openness has allowed us to make quicker changes based on what our students are telling us so they know the students are going to be very open and honest with me. The district knows the principles will be honest with our district partner and so when we meet and we meet every other week with that district partner. Those conversations and that these are placed to problem solve look at the strengths of the program where we want to go. Both of us are very committed and focused on equity so we're looking into how do we improve the program and make sure that the students are getting higher quality experience and that the students can are then getting hired into the schools and. Thankfully because it's such a strong program once the students show what they can do and how they're transforming those scores and the relationships with their young students. You know that they want they want more of our students and so that that's easy to get them more students is like okay if you are supporting them strategically as we go but this is why we have to constantly be talking because it can change at. The students may bring up an issue that is going to be a difficult issue to talk about, but it's exactly why we don't have black and Latino educators staying in the profession and so let's talk about it and see what we need to do. So I would say that that relationship and openness is key, we're with other districts and I'll say that we're not there yet with the other district this takes time to build that and once we can get there, we will be able to do the same with the other districts. And then I also forgot to say in the other part, we also have a whole financial thing. The district helps us scholarship our students so they get a $2,500 tuition scholarship each semester, and then when they get to that residency year with this current district we have figured out how to do $1,500 a semester for them while they're in that professional year to alleviate that whole, how am I going to pay, how am I going to work and pay for this during that year. Again this district sees the need and what what's coming out of the program and so they continue to fund it. We were worried with COVID and all these budget cuts, and that stayed and so that again shout out to that district because they were committed and kept it going. We have one other district that now has committed to that stipend for the residency year, but again it's ongoing talks and sharing the results of what this can be and how education can be transformed from our students that traditionally have not been supported through the programs. So everything everyone has said and I think the only thing that I would I'll add is if you have the opportunity as far as partnerships to onboard so if you can even meet with district partners or in in private providers, prior to even placing students and that we have found that is that has made a great difference and kind of the just really spending a lot of time meeting up front and really thinking about what the program is going to look like. I established all the what do we do when things are going awry. It takes a lot of time, but it is time well spent, I will say and so the more that you meet at the beginning or even continuously, we found that that's made a huge difference as far as our partnerships along with the shared governance so I mentioned the site coordinator. They are the kind of the linchpin of our program and they do meet regularly to share data to talk about district initiatives and how the university can support those initiatives. The to ask for curriculum the way we are in lots of different districts and have lots of different curriculum and so we want to make sure we're including that curriculum or our teacher kids know how to use it. So these schools are investing a lot of time, energy and resources in the resident and so we want to make sure that we include district initiatives and district curriculum so they can pick them up. I'm pretty easily at the end and those students are ready to go. And then the only other thing I'll say is just to listen to each other so like for us and our partners, you know if they if they're going to talk about communication or better communication or if they need something just not working you know, listening more than you talk which is interesting as much as I've talked, but and then show them how you've attended to those those things. Once you've, once you've really heard concerns or, you know, or needs and things like that and just really, really listen. So, just thinking about the residency component or the really on the intensive on the job training. Amber I was actually hoping you could talk to us a little bit about why this type of approach should be an integral part of teacher preparation and why it is such an important part of the program in Houston. Yeah, so we do believe that teachers are that students should have a class and ready teacher on the first day and we I will say we talk about learning before they're responsible for a whole group on their own and so we're really committed to that. And I would say we also are very committed to practice space teaching and really having opportunities for candidates to practice and establishing for professionalism and instructional performance gates. So we know through coaching and and and observations, we do have certain benchmarks that teacher candidates have to demonstrate both professionally and instructionally before will we certify them and put them in front of students for learning and so some, a lot of it is belief right and really feeling that we, we need to know that when we certify someone and we let them out to the districts to be hired that they, we can feel confident that they're going to bring positive outcomes to for students. And it's really kind of our, our, our, the what what grounds us when I mentioned the mission about eradicating and educational disparities that's a, that's a, that's a, that's a task, right, especially renowned so we're, we believe that that is by having a teacher outside a master or mentor teacher and practicing their craft for an entire year and moving in for that second year. My I hope I, I touched on. Anyone else can jump in if they want to share their thoughts on the, on the need for this more intensive residency based approach. I think I totally, you know, Amber, yes, you touched on it for sure. And I think also like when I think about when we talk about residency at urban teachers we're always saying we equate it to the medical, the whole idea of a medical residence right so it doesn't matter how much you studied, you know, theory, none of us want someone to say yep I've looked at a lot of books I've seen a lot of pictures, you know, all that kind of stuff I've been it closed up in my room for years and now I'm studying and now I want to you know just practice on you and I think, I mean, because your life, literally is in their hands and we want teachers to be thought of the same way someone's life is literally in your hands and so we owe it to students, because we often novice teachers go into urban settings or underserved settings and so we owe it to our students and their families to say that this is someone who we've invested in. We've invested in them first to prepare them to now invest in your children and so as Amber said I think some of it is just philosophical but also what we know to be right for children and I don't, you know, we can no longer have our children being experimented upon. That's not why why why they are there. I think we just have a responsibility and also again if this is about a retention of teachers then they need an entitled to this practice. Many of them come to us from varying backgrounds and so it's not just time for them to think about your practice and pedagogy and curriculum, but for many of them this is that their opportunity to think differently about the communities that they'll serve to learn about the communities that they'll serve to come in front of families and communities, understanding the value that they already bring to the classroom. So it's also just a time to I guess decode with some people might come to education already thinking. And I think one of the things we need to think about for residency in particular is that if we see the value and then we have a lot of teachers that we said that says there is value then how do we think about taking away these financial burdens that many of us have named instead of programs being left to figure it out. You know how do state agencies and you know federal government and like how do we think about just kind of embedding this into what we think about as being a requirement of entering the teaching profession. So those are the kinds of conversations that we're having and especially as we talk about diversifying the residents that we bring into the program. I know at urban teachers, along with Baltimore City public schools when I talked about joining our goals, it's the recruitment and retention of more black educators, because close to 90% of students in Baltimore City public schools are black and Latin so we obviously want our teacher workforce to reflect that. But what does that mean in terms of being able to afford to be a teacher to afford to earn a master's when you may already have some debt you're bringing with you from your bachelor's degree to be able to afford to get past the barrier of praxis and so we provide praxis supports coming in. We provide scholarship because we were awarded a $25 million grant for a program black educators initiative at Urban Education so it helps with some of the barriers as I said financial barriers support barriers leadership and development but those are things that separate programs we're having to think of this and try it out and get funding here and get funny there but I'd like to think that we could find places again where we're not having to search for this funding but instead it's provided because we all see it as being a critical part of preparation for teachers to make sure the right students do get in front of our students and that we have checkpoints as urban teachers does along the way to make sure we're supporting people but for the person that this is not right for that they don't make a mistake and get in front of our children when that's you know we don't want to do any more harm obviously so it's a it's also a do no harm theory around the residency year I think. So touched on this this idea of you know the financial side of this but let me think about that that's a question of scalability and sustainability right if we can actually fund all the candidates then it's hard to not just grow the program but keep it going. So, in order to truly transform teacher preparation we need strategies that we can scale and sustain. So how have you tried to address these dual goals within your programs and what challenges have you faced. I'll jump in on this one and there's there's a complicated challenge I want to I want to bring up and kind of share to help problematize this work a little bit. So we've been we've been fortunate in the program that I've been involved with that we have great state funding that supports us. And we've been able to really ride down a lot of those barriers for for candidates that they've been able to participate which is pretty awesome. We've had up the, the forgivable loan scholarship and some other funds that we throw in as a school district, the cost per candidate gets really low and there's a lot of other supports along the way that help with testing and all that good stuff. To the question of scalability though, you end up with this interesting question of, but what about people that we want to have become teachers because they help reflect our students that aren't represented in that group. And so in many cases, we have awesome folks that are from the community that we'd like to support becoming teachers that there's not a program for directly, and that becomes this this this complex question of so what about that. And then when there are programs in some cases they may not be as well funded. And you create this, you create this imbalance of what's available when and where, and within the school district that I work in. This is a thing it's a problem. And we have some folks that are saying, Now wait a minute, we have this really well funded program for people that are going to go into our dual language programs. So we've got a lot of other folks. We got, we have African American folks that are not bilingual, we have Native American folks that aren't bilingual, other Latinx folks that aren't bilingual. Asian American folks that aren't bilingual and we want them to be teachers in our schools too. So what about them. And so it creates this it creates this tension in this problem. And it really creates the need to identify multiple venues to create that sustainability. And also, I think there's a, there's a bit of moral imperative there too. Right, because if we do one thing well, we can't rest with that we can be okay with that we got to look at, how are we, how are we continuing the broader, the broader work to get to the equity goals we have. It's definitely it's definitely a problem that that keeps me up at night is I think about how do we continue moving the work forward. Kind of where my head is right now with it is trying to get a little more sophisticated with the way we think about funding and think about almost differentiating funding a bit and thinking about a more individualized approach to say, What does this person need to make this program or to make it through an experience what's the support they needed and that might look different than somebody over here, across different groups, and figuring out, are there ways to leverage, you know, fast, the support to the FAFSA through some of those federal agencies, are there some folks that may have some private means where they're able to pay some of that tuition and they might need more or less. So it's getting really complicated when it goes beyond giving everybody the same level of support. So, anyways, that's a little bit about some of the complication and some of the tough questions that we're struggling with around around that topic. So, you know, one of the complications, or, or some of the ways that we've, we've addressed it I will say let's start with the complication the complications it's expensive, right. Quite frankly, when you're, we're really have amped up the support from the field supervisor there we've lower the number of student teacher residents that are assigned to field supervisor. It's very expensive, right. So not only is it there are financial situations with students and having a barrier to be able to participate in the residency it's also often times, expensive at the university level and so we we've had to we've had that challenge and we've had to deal with it and we have really we've reallocated some funds at the university. I know that that's that always takes a while. One of the things that I would say has been been able to help us address the scale and sustainability is really leaning on our district partners to help us cost share some of that. And so not only for teacher resident stipends but also to support to help us support a site coordinator. And kind of chip in some of that where we're we're co co co constructing and also co financing sometimes some of the some of those things and and you know we we have about 35 school districts in the Houston area all who want our student teachers and we don't have that kind of support for them right and so sometimes if it's a small number of teacher candidates we can't financially support that and so a district will come in and say if we can find a site coordinator if we can pay that site quarter can we have a few students out in the schools and then we can do that right and so those are some of the ways and then the only the other thing that I'll say as far as what I'm really excited about because it all because it not only is supporting our district partners for teacher candidates but it's also helping the universities think about sustainability is some work that we're doing the few districts here in some innovative staffing models them districts reallocating positions to free up funds that would be able to not only pay the student teacher a resident I mean a teacher resident a stipend, they also be able to kick in some for the field supervisor, and also creating a kind of a teacher leadership ladder for for teachers so we want to keep the best teacher for in service teachers so we want to keep the best teachers in, you know, working with kids and but often you know that teachers if they want to increase their salary they can go into a different position and so those innovative staffing models freeing up funds are able to support three different buckets the teacher resident the the university and also provide stipends for some teacher leaders on their campuses and so happy to talk about that offline with anybody but it's been one of the things that I've been really excited about as far as trying to address some of our scale and sustainability in on from both ends. We have about five minutes left and so I want to get to some audience questions. So one question that came in and I think Tonya can probably help answer this is how do you co construct residency programs with multiple school districts what changes and what doesn't for partnerships to partnership. Well we created with them to begin with but I think the non negotiables are the type of mentor that our students are going to have and the type of coaching feedback like those systems the onsite meetings and professional learning that happens those are all going to be part of those are going to stay the same for them. I think then after that there's differentiation so it's and and I'm talking about again our program. We partner with them and when our students are undergrads freshman sophomore junior year so that's that one piece and then for that professional year. So the expectations assessments all of that is very consistent across. There's more flexibility in our para educator pipeline to adjust to what this the the schools need. The beautiful thing about that is that when each district is doing something that both supports them like we believe in simultaneous renewal we need to be getting stuff and they need to be getting stuff and so we have them really cool innovative things so what we did was about three to four times a year we have a collaborative council where we bring together. All our site coordinator site professors from across the districts principles are invited to join and then we also bring our faculty our teacher at faculty to be part of that as well. Recently we started inviting the HR reps because due to coven and all of that there were a lot of system access issues and so we needed them to be present in those conversations as well but that's a space where we share and can. Make sure that's the parts that are important are are consistent we can do professional learning together and then again opportunities for the districts to share. Sometimes it's within district that they're sharing just because those two partner schools don't have opportunities to be sharing and finding out about other things that are going on. So I would say that that is that's one way. The other thing is to with this financial piece I just want to go back to that because this has helped us as well. We're honest and upfront with the students right now in a way it's unequitable not all our districts provide the stipend in professional year so all the students want to go to the two districts that do provide them. We are honest and upfront with the districts we tell the students ahead of time that creates a competitive factor of if you don't have the stipend what are you you got to sell your district what are you going to provide for them. It's not getting the stipend, and so it's really making it kind of puts it on the district of like thinking like yes they're all going to want to apply for the other one, but that also in a way helps with what are the other districts doing what how are they promoting like, you know their district or what are they saying why you should come work, because ultimately, the grow your own is about hiring them in your district and so it's that long term relationship. On the other end, because we, I want to make sure students know of their rights as both a student and an employee later on. And so that's something I'm passionate about and make sure that they know all of that. And so we teach them what questions to ask districts and you're also choosing a district and a school that aligns with your values and where you feel affirmed and valued if you don't feel that you do not take that position. And so we need to teach our students to be, they have that power, and they, they hold that power in being able to be selective in some ways, because they are, they have had more experience and are ready. And our schools want to hire them right away and so we've never had trouble placing our students after their internships because it's principles reaching out and wanting to hire them but we do share across all our districts and we have meetings and again lots of informal meetings with the site coordinators the site professors just to make sure there is consistency across all of it and our, our students tell us when there isn't and so when there isn't we, we work to make sure we bring that to the level it was expected to be. One minute to very quickly ask the question of how are there common data research needs that are common threads, which help inform the success the progress and the barriers over time within teacher preparation systems in your in your experience. And Karen I think you can feel free to chime into. I will say one of the things that we are really working with. As far as to inform success progress things is really trying to get at how well our teacher candidates are doing in their second year as far as impacting student student success student achievement. So all of our students we have a huge need for teachers in Houston so they all get jobs so you can't, you know, we can't if we want to use, are they hired yeah that but that, you know, that's not giving us a whole lot of of super helpful data, given the shortage in the Houston area so we're really wanting to think about how we can, how we can best measure whether or not our teacher candidates are effective when they get there. And so we have not figured that out yet, but as far as it needs that is that is a need for us to really think about think about that. Okay, thank you so much. That concludes our first panel and now I'm going to hand it off to my colleague Melissa truly who will be talking about the policy strategies that could help truly innovate and transform teacher preparation. Thank you everyone. That was a fantastic panel we learned so much from you. I'm Melissa to Lee, I'm the project director of educator quality at new America's education policy program. And I am excited to introduce some of my panelists for this conversation about policy actions that can help promote these kinds of transformative teacher preparation. I have Eric Duncan a P 12 data and policy senior analyst at the Education Trust. Alexandra Manuel, executive director at the professional educator standards board in Washington State. Ryan Saunders a policy advisor at the learning policy Institute, and my Lewis LA cash up senior director of educational issues at the American Federation of teachers. Thank you all for being here with us today. I'm excited to dive into talking about these different policy actions that could help sustainably support for their scale these kinds of models, but first just wanted to get your reactions to what you've heard so far in this prior panel. I don't know where your, you know, overall take but particularly interested if there's anything new or surprising that you heard today that made you reflect on sort of what you already thought. And so let's start with Alex, can we start with you and we'll go around. Great to be with you all. I am coming from Washington State I'm the executive director for the professional educator standards board, and really glad to see Bernard talking about his program in Washington but I think, you know, some of the things that I, I really heard and take away is that it's been important for us to prioritize program and to really support and incentivize local development to really meet local community needs so one of the things I heard. I think, as folks were talking about the work is that local communities look different for different types of communities and so being able to, I think for us as an agency, we've really, we've used what we call an alternative route block grant that recognizes partners districts and preparation programs to work together, and also stipends candidates with scholarships. And part of that is, again, what we see is is really meeting localized needs. So some folks might say special education teachers are what we need or dual language educators are really what we need. There can be a variety of different types of needs and I think, allowing for that to be developed locally. I think another piece I heard is that, you know, really thinking about as we think about residencies or apprenticeships or job embedded learning alternative routes. There are some common language around what that looks like, but also thinking about how are we really lifting developing educators as adults in buildings. How do we think about addressing educator shortage and thinking about that from a perspective of both demographics, so race and ethnicity, but also thinking about geographic shortage, rural and remote versus other areas, and also thinking about subject matter or rural shortage and so how do each of these kind of local contexts fit into that. And I think the other piece of that is, how does this work need to continue to be innovative and look different, because it's trying to serve unique needs of communities. So as we think about that diversifying educator workforce, who do we want to see in the classroom into the future, and how do we really be strategic about bringing all those partnerships together to make that happen. Pass it back to you. Yeah, that's really insightful thank you Alex, and who wants to jump in next. Anyone I'd like to run it like a conversation so if people have sort of things that build on that feel free to jump in if not I'll. I just want to build off kind of Alex point like the, the need to also in addition to thinking about strategy around addressing teacher shortages both persistent shortages by subject area geographic location is also ensuring equitable access to well prepared and racially diverse teachers and that's something that goes across the spectrum of any school you're working in and I think that's one of the pieces that I was struck by by listening to the different presenters was that very localized strategic vision for how their program is going to address a specific need. But also how you know in these conversations as those partnerships are strengthened and they endure. Those conversations can also adapt and the needs of that community may change and really thinking about how you're going to continue to address the emerging needs, and build that partnership is something that I was really struck by that the partnerships we heard really have been intensive and you know you heard it takes a lot of time but I think it's just they've been given the space to do that and they've all invested in so it's really amazing to see all that. Jump in. Good afternoon, it's great to see everyone and be part of this some my job at AFT is to help provide all the support that we can to help our pre K 12 educator members do their jobs more effectively and advance their profession at the same time and it was just actually incredibly heartening to hear the panel and then to hear those really specific and deep and diverse examples. What my colleagues have already pointed out that I totally agree with just a couple of things I would add, just the kind of the universal roots in a desire for equitable access. I think it's important for a diverse profession that those are real drivers in these successful programs, which was super heartening, and also what I find always to be a really challenging sense. When you hear the great origin stories of things you hear about past relationships things that are built on things that are initially kind of cobbled together and then have an infrastructure built under them. What we always face is where do we start from the beginning to build that infrastructure right how do we think of it in that way and when a particular partner goes away with the district leadership changes that those things don't kind of fall apart as well. I'm not suggesting that in any of these cases that would happen but we're really not good at. We can make a playbook, but we're not really good at figuring out how to guide people on on design and how to put up, hold up these instantiations that are so good in a way that doesn't get people to say, well they had this this and this, and I don't but rather. Wow, how can we do that here. Another thing that I was really excited to hear about is the sense that we're not just thinking about teachers in one dimensional and traditional ways, but really thinking about professional roles and responsibilities and pathways in ways that say it's not all one size fits all. And the notion of leadership once you're within the profession to and really good expanded preparation programs provide leadership opportunities for those already in the profession. So that's something that certainly representing teachers who are in the profession is exciting to us and we want to be part of anything you want to add to that. I did a wonderful job setting it up, but I was just excited to hear from practitioners and hear just how passionate they are about supporting the growth of teachers and placing teachers in the classroom that need them the most. I'm really excited to talk more about ways that we can diversify the workforce through these initiatives to add to what all of the folks on this panel have already said. And then I was struck by some of the sort of initial conversations about data and monitoring the effectiveness of these programs and sharing best practices in order to disseminate that to the field. I'm really excited about a conversation about the way that I think the new administration can support those efforts, but excited to be here. Fantastic. Yeah, you all brought up really interesting and important points, particularly about that sort of sustainability piece, not just in terms of funding, but also in terms of sort of leadership and and having something become the core mission and not something that changes when we have different leaders at different institutions so that's a really fantastic point that we sometimes overlook. And so we heard in that first panel. And in the presentation that Karen gave earlier about there's a lot of overlap between both high quality residency programs and high quality for your own programs and that they both have these strong partnerships the partnerships with local communities and school districts they both have substantive work based learning experiences for the prospective teachers that they're trying to bring into the profession. So sort of thinking about that intersection of those two different routes what types of policy approaches do you think could sort of simultaneously help support both of those types of approaches. Let's start with Marla. That's, that's a tough question but I think that one of the most important pieces, especially if we are concerned given the data that we do know and, you know, I want to cite what Karen presented in the sense that we know a ton. Right, we don't always act on what we know but we know a ton, and things that can move us in the right direction so I actually think that flexible financing mechanisms that privilege the diversity community community roots of applicants and desire to, you know, to continue and support in community. I was really also struck by the notion that of the mindsets that are created this just doesn't about putting skills in people's hands it's about a way of thinking about what we want for our children. So, I think that one of the most important things we could think about our flexible financing mechanisms that allow support for both types of programs but do that in ways that connect to connect the dots between local state and federal funding, which is really challenging and we have a lot of disincentives to actually having collective financial responsibility for educator preparation of any kind we have more barriers than incentives to being able to commingle resources and co support people in the ways that some of the prior panelists talked about. Alex, I'm excited to hear what she has to say and talking about this because she does a really good job of talking about what Washington does to comprehensively build out programming to support efforts to diversify the workforce but I think the partnerships between districts and programs are so important and investing in those in a structured way can I think take advantage of some of these dual benefits or multiple benefits that all this type of programming can support. I'm excited to hear more Alex not to put you on the spot but she does a really good job and she talked a lot about just the comprehensive ways that Washington State has invested in those types of partnerships prioritizing. Canada to color candidate to can support some of the diversity goals that they have from local communities but also get the right type of preparation to ensure that they're prepared to enter the classroom. And one day one or whatever we want to call it and I think so those are just I think those sort of core components and a good investment or set of investments around the partnerships between thoughtful partnerships between programs in districts. I think we'll we'll suss those out. And so yeah, I'm sure Alex will talk about that but other states, I think have done a good job of saying we are prioritizing these types of partnerships here some of the components that can include. Residency models or induction programming mentoring supports, but also the recruitment from a certain set of folks that are members of the community invested in the community and are invested in in sort of staying in the classroom and supporting members of that community. Alright Alex put on the spot. Thanks, Eric. I'm happy to share a little bit more about Washington so I mean a couple things is that I think when we think about I mean to me, this work continues to be innovative, it continues to be things where we're really trying to level up and bring more capacity and innovation to our you know transform preparation and so to do that, while I would say policy is a critical piece of that. It's also critical to see that we're building relationships so like you heard, you know Bernard talking about the relationships between districts and preparation programs. You heard about this idea of like shared learning how does how do we build more capacity for learning across our preparation programs and our districts together. And another part of that is how do we incentivize those partnerships and that's really critical I think for states and I'll talk a little bit about how how we've we've done that. And I think that another part is what what is the accountability structure. Like that encourages that so you know while I would say policies is a critical part of that I also think all of those other pieces contribute to kind of an ecosystem that kind of levels up the work that we want to see. I think for us what we have. So that's a backdrop of sort of how we've considered this work. I think we think about incentivizing again partnerships really spending the time saying the work is about districts and preparation programs surrounding candidates to be able to really deliver on, you know, educators that meet, you know, shortage areas are. And for us that has been really, I think, in thinking about job embedded learning that really helps. So Center, what is the experience that we want to see our educators have that is going to translate into incredible, you know, outcomes for students. And so what we have really focused on, again, I think it's incentivizing partnerships, thinking about the transition so oftentimes we have a program, and then it kind of stops here and then you lose, you lose, you know, our school teacher Academy but then how do you transition and support folks into college. We have programs that support you know para educators that are considering becoming teachers, but then how do you support them all the way to that full completion so there is a really I think important role of thinking about funding and incentives as transition points and supporting folks all the way to that completion. I also think there's good policy efforts that absolutely states can be doing. We've defined residency for our state, we've defined that under the guys of our alternative route structure. We also are having conversations around what does it take for para educators to be successful in terms of their job embedded journey for them to do student teaching. A lot of times that can be very variant, depending on the school district. And so thinking about is there a policy role in that space. I think there's also really defining at the state level, what is a strong partnership look like and so this thing can include, for example, when we provide funding. We have the expectation that folks are submitting to us a, you know, MOA that includes how they will address the critical priorities that we have which include, you know, things like recruiting those candidates from populations that have been systematically excluded from the workforce, that they are addressing content geographic shortages that they are strengthening a grow your own models so that they're really clearly showing the on and off ramps into the into the work. I think the other part is that really prioritizing what is effective job embedded learning look like and how and so what is the supports that are needed to do that well. And and also engaging with our HR colleagues and professionals as well as our district leadership in that. And I think the, the other part of that is, how can we think about credit for prior learning. I think another thing that has has brought a lot of interest in in terms of kind of a changing landscape has been welcoming many different types of providers into that space so we have community colleges. We have that are offering bachelor's degrees with teacher certification. We have regional service districts that are offering that we have traditional colleges and universities, and all of them can can really design programs that best meet the communities that they serve and so finding those really strong partnerships to work together has been a really, I think a critical way to to advance the work. And I'm just going to try to drill down a little bit because first Alex, pretty much covered everything so but I do want to give a shout out to my Pacific Northwest states because both Washington state in Oregon have done something that I think is needed across every state and a lot of states have done this, but in this space, the comprehensive vision for how greater programs and residencies fit into your teaching profession, like your vision for a well prepared sustainable racially diverse teaching profession. And if that is embedded in all of those other pieces, then you see how it connects with building recruitment strategies that are supported by these partnerships building, you know induction strategies because if you're not funding induction at the state level, you're creating inequitable access to those early career mentor experiences that we know benefit residents and grow your own candidates, and that we benefit any teacher, and that help gets them to practicing teacher experienced teacher that can then become your mentors who kind of sustain this whole, you know, virtuous cycle. So there's another big piece there where I think, again, seeing this comprehensively across the spectrum is really important and I again just want to stress how Alex and Washington state have done that. On the financial elements, I'm going to drill down to a few pieces I think are really important. It's important that you fund those partnerships you give them, you know, implementation grants planning grants, Pennsylvania has done that with their title $2 California has done that with their historic investment teacher residencies, and then also connecting those just as we want cohort models for our candidates cohort models for our resident planners, you know there's states like Georgia states like Tennessee and California who have developed kind of cohort visions for where this expertise is shared and practice is kind of distributed across the state. So that it isn't just oh this one programs great let's just keep you know hitting that one program to how do we get this scaled across the state as we heard from the previous panel. Financial incentives for candidates financial incentives for mentors and training for those mentors because just because you're a good teacher doesn't mean you're necessarily set up to be a good mentor and so we know states like West Virginia are trying to invest in mentor stipends because they know those you need to we should have the effort they're putting into these new teachers, we're expanding this clinical experience, we're expanding the need for that quality mentor experience and so there's opportunities to train that can happen at the state level or the district level in terms of the partnerships, but there's also opportunities to fund those kind of stipends as well. Again, very much the incentives for candidates is imperative, but again it's also recognizing where we're rewarding the expertise and really trying to hold that up. And then I will also the last kind of piece on funding is with kind of as you build up the relationships with schools and you try to incentivize you know districts to put in their own investment in these programs. It's also recognizing the state level that we're talking about what are essentially professional development school models of old you know we've we're rethinking them they are a little more flexible, but essentially these are learning environments for students and learning for adults and we envision our schools to be that when you think about the examples we heard, we heard about teacher preparation course work happening in the classrooms we heard about adjunct professors who are classroom teachers, and when we heard about those relationships and so, again, in terms of strategy and investment those are things I think that states can really prioritize and districts can help kind of push on. One last thing is that some of that investment right now can come from the recovery dollars we the federal government is made available, and you know, inshallah if we get this human infrastructure package maybe we will have some additional $9 billion maybe to invest in some of this preparation work so I'll just say that and step back. Thank you. It's really helpful to hear how you all are thinking about this there's a lot of overlap I think in how we're thinking about what the levers are that would support both for your own and residencies. And at the same time there are some differences that I think we highlight where Groyal is really focused really intensely and targeted on recruiting people from the community, whereas residencies as a as a pathway is sort of broader in terms of what's trying to attract it oftentimes again can be recruiting people from the community but doesn't necessarily have to be. Are there any, I guess, specific or additional policy steps that need to be in place to ensure that perhaps like with a focus on residencies that we don't also lose the sort of need to target specific populations in our recruitment of teachers or do you think that most of the policy solutions can kind of do both things at once. And are there things you would recommend doing to just make sure those distinctions are are evident and are recognized in any kind of policy. I can just, I mean I think more states are looking at kind of feasibility studies or experimenting or demonstration sites of residency based programs. Some, some states have started with policy other states have started with funding incentives. Some, I would say that part of looking at that is is how you know similar to like, you know, the delivery of certain amount of dollars per state. And this is radically simplifying this you know could go for students to to support public education in school could you know it's essentially looking at, could there be a figure that's developed for example for all student teachers or for all residents of you know student for all educator preparation candidates. You know, there have been a lot of I think, learnings around that there's a lot more learnings I think that that will be taking place there's some great leaders around the country trying, trying things out. I think, you know, part of thinking about this is always, I think, building off of, you know, for state agencies thinking about you know what assets do we already have what community assets what partnerships already exists what like what foundations, private funding, political will, you know, what are all the things that we already have access to that we can help to to guide and move in the same direction I think Ryan you talked about the, you know, kind of federal funding and some changes that are happening there. I think that there are lots of different states that are thinking about like well how does, how does that work how could we build off of things we have and, and then I think, absolutely critical is at the center of that is really, you know, what do our students need to be successful and what are we designing, you know, for so how do we want to prepare educators, how does residency or alternative routes or apprenticeship models, help us to, or grow your own, help us to to best serve students, and how do we think about that design planning kind of as we build these structures so I think those are some of the things I would say I think many states are grappling with and and certainly I think learning a lot and I hope that we can continue to connect and learn together as as we advance, you know, different ideas come into play. Yeah, on that note I think one of the things we often wrestle with both in policy and in practice are these different labels, you know, grow your own residency apprenticeship there's all these different terms and we all use them somewhat differently. I think earlier that your state actually defined residencies as like one way to try to really be concrete about what we're we're talking about what we're trying to accomplish. I'm also curious, I know that earlier Karen referenced some of the research on residency programs I don't believe that there is that same level of research on for example grow your own programs or other types of programs and I think part of that is I think we almost need to get away from labels to a certain extent and focus more on like the attributes of the preparation itself and wondering just what your thoughts are on ways to gather better information better data about like what are these attributes like what are we sort of looking at what kinds are doing them, what can we learn from them how can we continue to improve and continue to transform, because as we mentioned, you know, things aren't static like students are changing schools are changing. The teachers are preparing are changing and so that we, you know, continue to evolve and continue to improve your thoughts on sort of what information what data we need and how we would use policies to make sure that we have access to that. I haven't heard from you in a while and when I jumped in. Yeah, sure. And actually, I'll go back a little bit to what Alex was saying what you said earlier and repeat what Ryan said. So thank you all for your amazing content so I can steal it from you, but having sort of a vision for what you want your state workforce or what you want your experiences for kids to be. And I think when you set that vision, you set that plan, the, some of the strategies will sort of fall into place and policy I think that can at times, and that's obviously I work in the policy space so I'm not trying to bad mouth it but can at times can be a little constricting thinking about like, we just came out with a study quick plug on programs like urban teachers and others that are defined as grow your own or teacher residency that have tried to prepare folks who had after school experience and we think that's a pretty interesting place to pull aspiring teachers from and invest in them given their, their, you know, desire to support their community their experiences teaching and supporting families and students in their communities and it's a more racially diverse than the candidate base to pull from. Well, there are states that, let's say, define growing your own as only paraprofessionals, and if you're an after school staff member out of school staff member from a different class or field that that's defined as paraprofessional, where can a program like a growing your own program get state funding to support your, your sort of preparation and in eventual placement into a classroom. I think that's where policy can be a little limiting. But to your point, Melissa, I think this new sort of influx of federal funding investments can really give I think potentially national perspective on what's the right type of data that we need what information is important for us as a country and in different states to test or assess the viability and sustainability of some of this programming in terms of things like candidate enrollment, you know, broken down by race in terms of, even I think some of the programs that we are leaders that we heard earlier talking about effectiveness right so first year teachers, you know, we all can sort of agree that experience is really important but what's the effectiveness of teachers from certain programs in, you know, the second or third year or how long are they staying in the classroom. Those types of answers to just see what what are these programs producing, and what are the practices that can be replicated across the country and sustained through increased funding. Those are really important and I'm hopeful that the new administration will take on some of this data collection and transparency effort to make sure that we're investing in the right types of programs that are supportive and to all candidates in our sort of guided towards creating a more diverse and effective workforce. So I'll stop there. I'm talking a lot. Actually, go ahead, Marla. Sure. Thanks. Thanks, Ryan. Totally support everything that Eric said and thought your, your recent studies actually really interesting so thank you for that. I want to take this at a slightly different angle though, which is that I think I agree with, you know, the notion when Brian shouted out the Pacific Northwest states with the comprehensive vision. Absolutely. And I think what we're also missing that is part of this, you're, you're right Melissa, who cares about the label gyo if you're talking to somebody on the grocery line right nobody does. But I think what we do need and are still lacking is a sort of common sense of why the profession needs status why we need to care about it how we talk about it how we embrace it. I think when we have examples of programs that are effective that are bringing in teachers of color that are showing results for kids. Yes, we need more data, but we also need to be talking about why this matters. And I think that's a conversation that's been missing in our country for a really long time or we've relegated it to, you know, a PSA campaign here or there. But that we actually need to talk about the centrality of the teaching profession to our democracy, and that transcends labels and how do we get there and now we have a host of really good individualized and increasingly more at scale examples of how to do that. I'm just going to problematize a little bit because I think that one of the things we're struggling with is past data efforts may not have gotten us where we want it to go. And we're trying to now think about what are things we can collect both at the federal level and at the state level that isn't can inform this work. Yes, retention data is important. I think, you know, distribution of teachers where they end up teaching where they, you know, do they stay in the schools that they're prepared in do they move on. And how do those schools stack up in terms of, you know, the students they serve. And those are things that I think are really important. I think the, the effectiveness data is challenging right now as we see states kind of continue to shift what they're using what tools they're to evaluate teachers their systems to do that. And so I'm, I think that's one where I was, we could set a long term vision for that and there's definitely things the federal government can do. I also think we're still kind of, we're in a space where some of the previous efforts put us in a bit of a disadvantage to have a genuine conversation about that and so that I may not lead with that one if we're trying to build data systems. I also think the, the other piece. Tomorrow's point is that we were trying to envision these kind of comprehensive systems. We're trying to get out what are the key pieces. And one of the ones I don't think we can really measure well but it's pretty fundamental as well as like for all preparation. The coursework and knowledge skills and dispositions candidates are getting practice and developing in their programs. One of the things I've seen in a lot of legislation for GIO programs is they don't really articulate much about those types of elements they are usually very much about like, there's some money, this money will go here will provide some flexibility around these requirements and we want you to target these individuals and these programs that kind of thing. They kind of stop short of saying well so what are the types of preparation experiences, in addition to being in the classroom we would want those candidates to engage in. I think Residencies because of you know for various reasons, some of the programs that have defined Residencies have gone a bit further there and so I think that's something where there can be some work again. At the federal level maybe I don't know if that's daily you want to collect I don't think that's necessarily going to be as helpful but I do think that's something at the state level to pay attention to, but also get below the hood of like just because you say you're doing the science of learning and development as a course. It doesn't necessarily mean you're making that a meaningful experience that can be applied and all those things. So I don't think I've necessarily told you like an answer but I just wanted to kind of raise some of those challenges with this work so I'll really well taken I think that you know this conversation is intended to be brought that not just federal policy, you know but also to encompass state and local policy and so you know to your points like there might be things that makes sense at federal level and other things that make sense at a state level, sort of depending on what, you know, to your point Ryan like what effect, you know, what effective state that they feel like they can look at and feel confident in right and that, you know, I think, in general we have in policy moved to more of a more of a place where we are not trying to make quite as much federal policy at the sort of key 12 level. And so I think I'm trying to figure out where that where that sits right to be able to be used by the places that need it to make decisions about teacher preparation. Yeah, that's great. And so we are rewritten a little bit close on time I wanted to ask one more quick question and then ask some question from the audience. So, I think just generally we've covered a lot here. I'm curious whether you think there's anything else we haven't talked about the policymakers need to do in order to support the sort of transformation of teacher preparation that we're talking about in the first place we've talked about resources, primarily in the sort of financial sense but, you know, Sharell it urban teachers mentioned earlier this idea that they had to really move from being a vendor to being a partner and Marley you mentioned this earlier and sort of talking about this idea of like shifting mindsets. I don't really think about that maybe as being a policy role but I guess. How do we sort of think about shifting mindsets or are there other things we should sort of think about to really move toward this new way of thinking about how we prepare teachers so any last thoughts there and then we'll get to an audience question. I think that alongside as we focus on policy and the policy supports for effective teacher preparation. I don't think we should forget that advocacy goes alongside policy and the most effective policymakers know how to connect with and use advocacy. And so I would say from where I sit that current teachers in practice are some of the best advocates for what the profession could be and what's needed. In classrooms today and so I think that notion of connecting policy with advocacy and informed advocacy along the way could be really helpful. Any other thing I was thinking of throughout all this is, there's a really tough question that at every level at a policy level at institutional teacher preparation level school district teachers union. We have to ask if any of this is going to stick and that is what should we stop doing, you cannot run parallel systems or projects on top of programs forever. So that's what I'm leaving this thinking up today. One thing I think those are all right on those thoughts. I think one other piece I think that is around how do we. So we have a lot of stakeholders in education and in the development of educators, and we, everybody is doing really good work and so, but are they doing that work together in community and learning together. I think one of the pieces that some of these future funding opportunity is to then say, how do we leverage the best of what, you know, our preparation programs are doing our districts are doing our building leaders, our candidates like, how do we leverage the best pieces of design a program that really meets the needs of the community so I think part of that is collaborative design and collaborative selection of candidates, and, and, and also that just because you design something doesn't mean you don't involve or change over time right and that's actually a healthy sign of being responsive to to the needs of, of community. I think those pieces, you know, I think there, then you start to see what all do we actually have that we can build, build off of. And then I think the other part is really thinking about how we advance equity across all of those different groups and also how do we do that both in, you know, relationship building so and mindset changing, and then system changing right so that there's multiple layers of that. And they don't have to they're not like, it's not solely linear like this happens first and then this happens and that happens they all have to happen in in kind of this partnership way and so how do we model that, you know, at every level. So those are some of the things that I just, I think as I think about transformation, I think it's modeling what that can look like at every level is really. I'm going to sit with that for a little bit. I think after this event, but I think that's bad on one just quick question from our, our attendees, we had a question about sort of current federal funds that are sort of new to the space in the form of like us or funds and other funds that have flown, flown primarily to districts. And so we've talked a lot about sort of federal and state level change but it can terms of sort of local level like, how do you see as some of the funds in particular or other funding sources as playing a role or are those two short term to really transform something that, you know, takes a while to really set up like these kinds of preparation approaches that that was a question from our audience. I think one of the things that you see is that districts are reluctant to spend because of the fiscal cliff on some of the human elements that we're talking about here. What I can say is that there's a lot of investment that can be made in your current teachers, both with an eye towards retaining them because it has been a rough stretch for our teachers and for our superintendents and for our, like it's the whole systems and I think I've said this a number of other instances. So one of the things we were thinking about is how like, if you wanted to make a quick investment is start incentivizing national board certification right now, and try to set some teachers on that path in the next few years because they can become the mentors for whatever preparation models you're building. That can also go into your new teacher induction because those new teachers who came into the system in the middle of the pandemic may not have had the preparation experiences that we're even talking about right now in the classroom. They may have been remote and so they're going to need some additional supports. We also know that again as states struggle with shortages one of the things we haven't talked much about just at the front end was the proliferation of routes that don't really cover this clinical experience piece. And so those teachers are going to need support you want to keep them in because we don't we can't really afford to keep replacing teachers at this rate. So those are just some things that I think you know if you're going to use those dollars now. Sure, you can build a new football stadium or some capital investments that maybe districts that wanted to make for a long time but I think those are really imperative as we think about where the workforce is today and into the next school year. I think that the point about ensuring that we actually have mentors in schools that are able to be helping to prepare our novice teachers is a really important point and one that I don't know that we really covered but it's something I know I've seen schools where pretty much every teacher has fewer than three years of experience and so thinking about how do we keep at least those, you know, more experienced in that, you know, relevant space teachers in the profession, prepare them to actually be mentors. I think that isn't that sort of depth of experience in a given school. So I think that's a great point to end on. Well, thank you all so much for being part of this fantastic panel I think you've left us all with lots to continue to reflect on and really appreciate your offering your thoughts here with us today. I'm thrilled to now welcome our closing speaker of Roberto J. Rodriguez. He's going to help synthesize all that we heard here today and offer further thoughts on opportunities to transform teacher preparation. And Mr. Rodriguez is president and chief executive officer of teach plus where he spearheads a movement to empower excellent experienced and diverse teachers to advance change in education that will yield success for students. He has served in senior roles in the White House and the United States Senate, and is nationally recognized for his expertise in education policy and governance, and for his leadership in building multi sector partnerships with schools, families and communities to improve educational opportunities for all children Roberto welcome. Thank you so much Melissa, it's so great to be here with you today thanks for the opportunity to lend my voice today to the event I'm grateful to the really terrific insights and examples that the panelists have shared the excellent framing shared with Erin, and grateful to you and Elena and the whole team at New America for hosting today's event and shining a spotlight on this really important issue so I'll just begin my quick reflection on a few factors that I see converging to create the context for the learning today, you know and that really underscore the imperative for a new blueprint to build a healthy diverse and talented teaching profession and for us to really revisit teacher preparation in that context. I mean we have compounding. First we have compounding effects of this pandemic over the last 16 months which, you know has presented a lot of new challenges and exacerbated the gaps we've already seen that our system is long lived with around equity and the disruptions to learning the digital divide the challenges around taking to remote teaching and learning teachers have really faced just such an unprecedented year, as has already been noted. The second factor that's really an important backdrop that is about the work that our country has yet to do in responding to the racial reckoning across our communities and bringing into greater focus, the need for cultural competence and for practicing the appropriate and anti racist orientations and practices in our schools and in our classrooms. And this is central to how we think about the preparation of our teachers and the teaching practice at large in terms of how we build those systems that really recognize our students for all the assets that they bring to their learning and see them as themselves and really fully value them in their backgrounds and teaching and learning. And then finally we've experienced three decades of standards based reform that I think in some ways at times shifted the focus to blame and burden for teachers, in terms of the failures in our public education system. And then thinking about how do we tap into our teachers as assets and as solutions makers, and how we think about moving the future of teaching and learning and the future of our public education system forward. And so I'm excited about the opportunity to think about teacher preparation as a avenue to bring those voices in the vision of our excellent experience and accomplish teachers forward. In contrast to that. So and I think all of those contribute to the need to really reestablish and reinvigorate our teaching profession as the focal point of opportunity and change in our country. It is the most important resource we can give our learners in their classrooms today. Our educators are the backbone of our public education system. So stepping back as has been noted from the previous panel. This is about the health of our democracy and the strength of our democracy, you know if you go around the world and look in examples like Singapore, where they regard their teachers as nation builders, and as leaders, not only in shaping learning in their schools but really in shaping the future of their countries that's absolutely the case in our country as well. And what we have lacked today has been the bold opportunity to really marshal resources, marshal the public will and the and the political will, and call upon our federal state and local leaders to share in leadership and accountability around how we build the future of our profession. I won't go into all of the components around why teaching today is in some somewhat of a tenuous state. You all know the challenges we face around teacher recruitment teacher turnover the significant gaps that we have in preparation today. The work we have to do to restore public perception of the teaching profession. The work we have to do to remedy the wage penalty that's faced by too many of our teachers as compensation continues to be a challenge and our educators earn $0.78 on every dollar compared to other college graduates. But I think all of those challenges call us to a more urgent approach around how we address teacher preparation, and around how we address professional learning. In order to address these challenges I think we do need to one get much more serious about reshaping how we prepare our teachers and support them across their career, especially in those early years in those first five years. And secondly, bring greater urgency to the opportunities that we need to grow our teachers leadership knowledge and skills across their time in the profession. We've talked about today on that first point it's about bringing deeper and and more effective preparation programs and induction programs and mentoring programs that are that meet teachers where they are, and that are responsive to the local markets in which our teachers choose to teach, most of them choose to teach within 15 miles of their hometown. It means we have to think about clinical practice and preparation in new ways. And we've done some work on this within our organization at teach plus we found that teachers are looking for better opportunities to reshape clinical practice to have stronger structures around moving from simple to complex tasks to be exposed earlier to diversity in multiple settings. And, and to give our teacher candidates the opportunity to teach diverse learners, including our multilingual learners those with special learning needs, ensure that they have the mentorship that they need to be successful, and to support their growth early in the profession. And our residency programs. We know have a specially strong track record of enrolling and preparing our teachers and particularly our teachers of color we have examples that have been mentioned already today at great length. See, I think they are key to the opportunity of bridging the diversity gap that we have in our profession today we know that they are more likely to graduate candidates of color than than their peers in teacher preparation we know that the retention rates of our educators coming out of high quality residency programs, you know, 80 to 90% retained in the first five years 70 to 80% of teachers retained, even after five years, despite all the challenges that we have yet to address in in in positions and compensation and the overall health of the of the profession, our residency programs continue to really paddle upstream on that on that front. I also think it's important to recognize our historically black colleges and universities are predominantly black institutions are Hispanic serving institutions are tribal colleges and universities the role they play, having a demonstrated track record and in preparing our teachers of color and and their proximity to community to school districts and to broader community learning, make them ideal places for us to grow a new generation of teacher preparation. And we also know we need more career ladders and pathways and more grow your own programs. We've heard prioritize to support the success of our diverse educators and our educators of multilingual learners. Previously, when we think about the needs of our linguistic minority students and our multilingual learners, you know those needs were were memorialized in the bilingual Education Act that was passed by Congress back in the 60s, and in the Civil Rights context to that at that time the federal government was investing tens of millions of dollars in pre service programs that would advance career ladders for paraprofessionals in high quality bilingual education programs that would help to develop an advanced curriculum in those programs that would provide over 700 projects around the country, supporting professional learning and professional development around second language acquisition for our emergent bilingual learners. We unfortunately lost a lot of that approach that dedicated approach at the federal level and we need to bring that back we need to bring back those dedicated avenues and opportunities for grow your own and for perfect and for career ladder particularly for our diverse teachers and for our teachers of multilingual learners. We also heard I think on this last panel which was really resonant for me the important point of relationships in teacher learning. You know and Ryan raised this point of the reinvention of some of our professional development schools and models that are being rethought and and and reconceived. You know our teachers learn best when they are alongside one another, when they have the agency and support to be able to shape their professional learning early in the career. When they have connections to high quality mentors veteran teachers and others that can help support and guide their path and their growth. And I think as they progress in their career to be able to provide more opportunities for distributed learning in our schools and for teacher led professional learning that make that instructional change more durable and more customized. I'm encouraged by opportunities to think about teacher leadership in that vein. Encourage by opportunities to that have been mentioned already to incentivize great credentialing and pathways like national board certification we know California just made a huge investment in providing a $25,000 salary increase for our national board certified in high poverty schools. And then finally I'll just end by saying I think there's a real opportunity both in the examples we've heard today, the research that's been shared, and in and in the national conversation that President Biden has opened through the American families for us to think about the how we might address our teacher shortages, how we how we might improve teacher preparation and invest in our teacher leadership programs and pathways that will support our teachers, early in their career and throughout their career and so that's a wonderful opportunity for a lot of partners that are on this webinar today to collaborate. In support of a large investment, you know and I'm billion proposal that I believe it's a real game changer for what the future of teaching and learning, and for the teaching profession could be. So thanks again for the opportunity to share my, my voice and my views and for your leadership and bringing us together. I think it actually is coming to me and I just want to thank you for those summary comments and I am so happy that we have a recording of this it's going to be up on the new America website the events page within 24 hours so that I can move this into yours, and to review all that we have heard from this amazing set of panelists that came today. It's an exciting time you can see there's a lot of great things going on. All of us who put this event together thank you for coming and appreciate all the great work going on across the country and look forward to how we can move this all together.