TR@TC is a rigorous and intensive full-time teacher preparation program, which includes a substantial experiential element that incorporates components such as extensive fieldwork 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 the certification program, course schedules, fieldwork, etc., and residents have obligations during the day and in the evening.
The program structure is guided by four instructional pillars that intentionally foster the development of teaching practices integral to becoming an inclusive educator.
Designed to build a working knowledge base in STEM+C (science, technology, engineering, mathematics, and computer science) subjects, that are critical gatekeepers for career readiness and college entry. TR@TC is fortunate to be collaborating with institutions that offer a myriad of resources in this area that can be used to enhance experiences of learning for Teaching Residents and their students.
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.
This pillar is designed to equip Teaching Residents with skills needed 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 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.
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 for a full school year as well as with peers in the residency cohort.
TESOL, IDA, MATH and SCI strands all include a 38 credit (point) program of study. Courses vary depending on your program.
The TR@TC 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 knowledge, 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@TC, 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@TC throughout the year.