Nancy Robb Singer

Teacher Resilience in Urban Schools: The Importance of Technical Knowledge, Professional Community, and Leadership Opportunities

Improving teacher retention and resiliency are key educational problems. In this article, we share findings from case studies of six educators who, for over 200 combined years, worked in urban, high-poverty schools and highlight what teachers need to remain in such contexts. We argue that developing professional resilience is a process built on the interplay between individuals and their supportive contexts. In-depth interviews with these six educators reveal how connections with educator networks such as the National Writing Project (NWP) helped teachers develop into durable and reflective practitioners by providing them technical expertise, cultural support, and opportunities to develop as leaders.

The university’s role in preparing teachers for urban schools

Many teacher education programs in the United States (US) face increasing demands to better prepare teachers for entry into and retention in urban schools. Through a US Department of Education grant, a university–school partnership was formed to develop a community‐based model of teacher preparation that placed pre‐service teachers in urban schools for a full year. Based on questionnaires and interviews with university teacher education faculty, and both pre‐service and novice classroom teachers who took their first jobs in urban schools, this research considers the common concerns and disparate roles that the three groups considered paramount in preparing new teachers for urban schools.

Resiliency to success: supporting novice urban teachers

Each year, the National Center for Educational Statistics, through the US Department of Education Institute of Educational Sciences, publishes information about the need for millions of new teachers in the USA. Many of these positions are in urban schools. What makes new teachers beat the odds and remain in challenging schools? This study considers existing research on the common characteristics found in resilient urban teachers and extends that research with interview data from 12 novice urban teachers who participated in a mentoring program designed to attract and retain quality urban educators. Using positioning theory, this study highlights seven characteristics common among the participants. Identifying these characteristics and the ways in which the novice teachers used them may help urban district administrators and teacher educators assist novice teachers in positioning themselves to feel successful – and ultimately to be retained – in urban classrooms.

Three Durable Practices for Approaching Video as a Reflective Tool: From Siloed to Connected Cultures in Educator Preparation

Abstract Purpose University methods instructors emerging from disciplinary silos (art, English, mathematics, science, and foreign language) co-created a seminar to support candidates’ using video reflection. They explored how the Inquiry into My Practice protocol (IMP) could be used as a vehicle to surface Three Durable Practices critical for educators: intentional collaboration, instruction, and reflection. Methodology/approach Grounded in an interactional ethnographic perspective, this analysis draws on two telling cases to examine how the faculty team and teacher candidates co-constructed an intentional ethnographic learning community using physical and video-based practices (TeachingChannel.org). Findings Three Durable Practices came to life in the IMP, and through this shared and coherent conceptual approach, candidates made visible their process for bridging the disconnected worlds of theory and practice as they took up video analysis of their teaching. Practical implications Orienting across disciplinary boundaries to a shared conceptual language with associated protocols, faculty and candidates are afforded approaches to navigate their face-to-face and virtual worlds of practice.