GSKyTeach Program Components

• Teacher residents spend four days per week in classrooms and one day per week in rigorous graduate studies closely aligned with their clinical experiences.
• Graduate instruction is delivered on-site by university GSKyTeach faculty members.
• Candidates are trained in cohorts with subgroups joining other math or science teachers along with their mentor teacher in learning communities.
• Mentoring and professional development continues for the new teachers in the second year with a focus on increasing their capacity to produce learning with all students.
• Kentucky's Center for Parent Leadership provides instruction and assistance in communicating with and involving parents.
• Upon completing the year-long residency program, candidates are awarded a Master of Arts in Education degree and recommended for the Kentucky Teacher Internship Program (KTIP).
• GSKyTeach provides professional development to other experienced math and science teachers.
• Kentucky's Education Professional Standards Board provides resources and partners with the residency program to mentor first-year teachers and complete KTIP assessments.

Program Objectives

• Recruit, retain, and employ high quality and highly diverse math and science teacher residents
• Prepare graduates to meet all state certification requirements at high levels
• Prepare graduates to teach using the NRC’s Inquiry-based Model for Teaching and Learning
• Develop the capacity of all math and science teachers in high-need schools to use the NRC’s Inquiry-based Model of Teaching and Learning in their classrooms
• Build the capacity of math and science Mentor Teachers in high-need schools to use the New Teacher Center Mentoring Model to support teacher residents
• Enhance the effectiveness of GSKyTeach program completers as they begin their first years of teaching through a well-coordinated two-year induction program
• Demonstrate the effectiveness of GSKyTeach program completers through well-documented and defensible evidence of their impact on student learning
• Demonstrate program effectiveness and efficiency by increasing one- and three-year teacher retention rates beyond current retention rates in JCPS high-need high schools
• Institutionalize the GSKyTeach program as a continual source of high-performing new teachers for high-need schools in JCPS and throughout Kentucky
• Use lessons learned in GSKyTeach development and implementation to improve other WKU preparation programs
• Edvantia of Charleston, West Virginia, will serve as an independent third-party evaluator and will provide both formative and summative evaluation of GSkyTeach’s progress toward these objectives.