Boston Teacher Residency: An Innovative Model for Recruiting, Preparing, and Retaining Educators in the Boston Public Schools
Marcie Osinsky, Boston Teacher Residency Curriculum Director
Monday, April 23, 2012, 4:10-5:30 p.m.
124 Mt. Auburn Street, Suite 200-North
Co-sponsored by the Program on Education Policy and Governance, HKS
About the Seminar
Boston Public Schoolsâ€™ Boston Teacher Residency program attracts and retains a diverse group of high quality teachers to drive up academic achievement in the highest-need areas of Boston.
Boston Teacher Residency presents before the National Committee in 2011
Aspiring teachers, called residents, participate in a year-long apprenticeship, working with experienced teachers and taking courses to earn a masterâ€™s degree. Graduates receive ongoing support for their first three years of teaching. Boston Teacher Residency reports an 80 percent three-year retention rate of its graduates compared to a 53 percent district three-year teacher retention rate before the programâ€™s inception in 2003. Academic achievement is also up: the program is part of a set of district initiatives contributing to a seven percent increase in the student graduation rate since 2006. Boston Teacher Residency co-founded Urban Teacher Residency United which has supported replication of the residency model in 14 cities around the country.
About the Speaker
Marcie Osinsky has overseen Boston Teacher Residencyâ€™s (BTR) teacher preparation curriculum since 2003. With her BTR colleagues, she continues to innovate and improve the residency experience, blurring the boundaries between course and field work, keeping BPS studentsâ€™ achievement at the center of residentsâ€™ teaching, and building collaborative communities to engage teachers in ongoing learning and development. Osinsky began her education career teaching the first and second grades in the Cambridge Public Schools. Her experiences there led her to explore how partnerships with community and educational institutions can support teacher preparation, student achievement, and the role of teacher leadership in urban schools. She then became a liaison between Wheelock College and the Young Achievers Science and Math Pilot School in the Boston Public Schools, working with college faculty and public school educators to design a year-long internship program focusing on mathematics and equity. Osinsky holds a bachelor's degree from the University of Massachusetts, Amherst and a master's degree in education from Lesley University.