Program Structure

TR@TC2 is a rigorous and intensive full-time teacher preparation program, which includes a substantial experiential element that incorporates components such as: extensive field work in schools, participation in events hosted by educational and community based organizations, and time spent exploring neighborhoods and communities where students attend school and live. Schedules vary based on certification program, course schedules, fieldwork, etc., and students have obligations during the day and in the evening.

Program Timeline

[January]: Teachers College Coursework & Fieldwork Begins

Teaching Residents begin courses required for their respective certification programs (TESOL, SIE, SCI). Residents also participate in fieldwork, an experiential course that introduces Residents to key components of the program.

[May]: Intensive Summer Institute Begins

Residents participate in an Intensive Summer Institute, which gives a foundational base of knowledge and skills such that residents can be responsive to the students who come to their classrooms.

[Mid-August]: Intensive Summer Institute Ends

[Late-August]: Residency Begins

Teaching Residents are paired with Mentor Teachers in TR@TC Partnership Schools and spend four days a week in their placement. Yearlong teaching residencies follow the schedule of the NYCDOE school year, ending in the following June.

[September]: Integrating Seminar and Fall Semester Teachers College Coursework Begins

Integrating Seminar provides an intellectual space where knowledges, skills, and practical experiences are integrated and connected, and mutually informing. Residents continue with their required coursework for their respective certification programs (TESOL, SIE, SCI).

[December]: Fall Semester Coursework Ends

[January]: Spring Semester Teachers College Coursework Begins

Residents enroll in a second semester of Integrating Seminar and continue with their required coursework for their respective certification programs (TESOL, SIE, SCI).

[May] Spring Semester Teachers College Coursework Ends

[June] Residency Ends

Teaching Residents complete their year long residency at their schools and begin the “Induction” process, transitioning into their roles as teachers of record in NYC public schools.

Our core purpose rests on four instructional pillars that intentionally foster the development of teaching practices that are integral to becoming inclusive educators.  

 

STEM LITERACY AND ENRICHMENT

This pillar is designed to build a content knowledge base in STEM (science, technology, engineering, and math) subjects that are critical gatekeepers for college entry.

 

INSTRUCTIONAL TECHNOLOGY AND ASSISTIVE TECHNOLOGY

This pillar is designed to engage Teaching Residents in thinking about and experimenting with how new media, digital tools and a variety of hard- and software can be used to support and extend (but not supplant) curriculum.

 

UNIVERSAL DESIGN FOR LEARNING AND CURRICULUM DEVELOPMENT

This pillar is designed to equip Teaching Residents with skills needed in order to use content knowledge to (1) design and implement, high quality, rigorous and content-rich curriculum; (2) use formative, varied and authentic assessments to continuously gather evidence about students' understanding and progress in order to make instructional adjustments that address gaps and support their learning; (3) ensure multiple access points into the academic curriculum so that all learners can be supported to meet high standards; (4) differentiate instruction through adaptations and modifications designed to meet the needs of English language learners and students with disabilities. 

 

CO-TEACHING AND CO-PLANNING ACROSS SCIENCE, SPECIAL EDUCATION, AND ENGLISH LANGUAGE INSTRUCTION

This pillar is designed to assist Teaching Residents in developing collaborative habits that are necessary for teachers who are preparing to work in inclusive settings. This process includes opportunities to co-plan and co-teach with a Mentor Teacher over the course of a full school year as well as with peers in the residency cohort.

TESOL, SIE, and SCI strands all include a 38 credit (point) program of study. Courses vary depending on your program.

 

CORE COURSES

The TR@TC2 program includes four core courses that all Teaching Residents complete. These courses have been created as a sequence and are designed to introduce students to aspects of learning and teaching in NYC schools.

Field Work (C&T 4200). This experiential course introduces Teaching Residents to the program and the profession through initial explorations of the four pillars and NYC schools.

Intensive Summer Institute (I.S.I.). Intensive Summer Institute lays a foundational base of knowledge and skills such that residents can be responsive to the students who come to their classrooms, regardless of labels or designations.

Fall/Spring Integrating Seminar (I.S.). Integrating Seminar provides an intellectual space where knowledges, skills, and practical experiences are integrated and connected. This course also emphasizes the practice of deliberate decision making, recognizing that teachers need to be intentional in the ways that they facilitate the learning of their students, or themselves.

 

Yearlong teaching residencies begin in late August and follow the schedule of the NYCDOE school year, ending in the following June. Teaching Residents are paired with Mentor Teachers in TR@TC Partnership Schools and spend four days/week in schools.

In addition to those incorporated into courses, other experiential opportunities are built into TR@TC2, such as time spent with museum educators at the American Museum of Natural History, and other partner institutions. Teaching Residents also have opportunities to participate in a variety of workshops that are hosted by affiliates of TR@TC2 throughout the year.