Latest / New Teacher Talk / Ep 125: Clinical Practice: The Key to Teacher Success

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Ep 125: Clinical Practice: The Key to Teacher Success · New Teacher Talk

0:02
Welcome to another episode of New Teacher Talk where we
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discuss the most common challenges that early career
0:08
educators experience and find answers,
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whether you are in a rural, suburban, or urban setting.
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We offer a community of support through our socials.
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I'm Dr.
0:19
Beth.
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My roles include being a high school band director,
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teacher, educator, mentor, researcher, and podcaster.
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And I'm Dr.
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Anna.
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I'm an early childhood generalist who mentors educators on
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their journey toward national board certification.
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Dr.
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Beth and I are excited to have Hannah Putman and Ron Noble
0:39
with us today.
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Prior to Hannah's current role as Director of Research with
0:44
the National Council on Teacher Quality,
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Hannah taught seventh and ninth grade English for three
0:50
years in the Bronx,
0:51
New York as a Teach for America core member.
0:54
Welcome to New Teacher Talk, Hannah.
0:58
Thanks so much.
0:58
I'm delighted to be here with you.
1:01
And Ron Noble has 20 years of experience in public
1:04
education where he started his career as a middle school
1:07
math teacher in New York City.
1:10
Most recently,
1:11
Ron was the assistant superintendent for the Methuen Public
1:14
Schools,
1:15
a small urban school district in Massachusetts where he's
1:19
most proud of the work he led to improve literacy outcomes
1:23
for all learners.
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Ron holds a law degree from Rutgers School of Law,
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a master's degree in education from the City College of New
1:32
York and an undergraduate degree from Boston College.
1:36
Welcome Ron.
1:38
Thank you both.
1:38
I'm sharing and it's a delight to be here.
1:41
That's wonderful.
1:42
We are so happy to have you both here.
1:44
And we'd like to start by asking,
1:47
what should teachers know about the National Council on
1:50
Teacher Quality?
1:53
The National Council on Teacher Quality, or NCTQ,
1:56
is a research and policy nonprofit.
1:59
We've been around for about 20 years now,
2:01
and our work is driven by the mission that every child
2:03
deserves access to effective teachers,
2:06
and every teacher deserves the opportunity to become
2:08
effective.
2:09
What we do is really focus on the institutions or levers
2:12
that most affect teacher quality.
2:14
So we look at state policies, district policies,
2:17
and preparation programs,
2:19
and how they prepare aspiring teachers.
2:21
And our work is really focused on the belief that teachers
2:24
deserve to be given the tools they need to be successful,
2:27
whether that's adequate preparation before they ever enter
2:30
the classroom,
2:31
or getting clear feedback about how to improve when they
2:34
become teachers, a professionally competitive salary,
2:37
or leadership opportunity so they can continue to grow and
2:40
thrive once they're teachers.
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Teachers have a really hard but important job,
2:44
and so the rest of the system really needs to support them
2:46
to make sure they're able to succeed.
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And our work is really looking at all of those levers to
2:51
make sure that they're all giving teachers the support to
2:53
be successful so that their students can get the great
2:55
education they deserve.
2:57
We want more teachers to know who we are and what we do and
3:00
to access our tools and resources and know that there's a
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group out there pulling hard for them in their careers and
3:07
making their impact as pronounced as possible on the lives
3:10
of the kids they work with.
3:13
You know, as early career teachers,
3:14
they're always looking for supports,
3:16
and our early career teachers are also looking to become
3:20
more involved in and aware of policies going on.
3:25
So there is a really great opportunity here for connecting
3:29
what NCTQ is doing and what you're talking about today with
3:33
what early career teachers need.
3:35
I know at the AAEE conference,
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you are sharing information about clinical practice.
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Why, in your opinion,
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is clinical practice just so critical to the development of
3:47
educators?
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Ron, why don't you start this time?
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What we find when we think and learn about clinical
3:53
practice is that new teachers tell us,
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and the research bears this out as well,
3:58
that the most important part of their preparation
4:00
experiences was the part that is focused on their clinical
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experience.
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Whether they're simulations as part of their coursework or
4:08
they're student teaching in schools with kids and mentor
4:12
teachers,
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that's the part that they tell us best prepares them for
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what their eventual careers are going to be about.
4:19
We also know that student teaching with an effective
4:22
cooperating teacher can give a first year teacher the boost
4:26
they need to be as effective as a second or third year
4:29
teacher,
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which is an amazing impact that strong clinical experiences
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can have during the preparation process.
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And we're super invested in making sure that those
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experiences are strong before teachers become a teacher of
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record,
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so that they get all that training and that experience in a
4:46
low stakes environment for them and just as important in
4:49
low stakes environment for the students,
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because they're still under the constant watchful eye of
4:54
that strong mentor teacher.
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They get off to a great start, don't they, Ron, w
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hen the university supervisor is providing support and
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their cooperating teacher or mentor teacher is doing the
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same.
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And we know that when they start their teaching careers,
5:08
having a mentor that they can relate to, talk with,
5:12
find support from,
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use a sounding board is so important because they are
5:18
looking for advice and guidance and getting a good start in
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those clinical practices makes such a big difference.
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It sets the tone for what follows.
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What about you, Hannah?
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Why do you think clinical practice is so critical to the
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development of educators?
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Ron mentioned the importance of student teaching with an
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instructionally effective cooperating teacher,
5:40
which research shows is the most important part of clinical
5:42
practice,
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but almost as important as who you student teach with is
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where you student teach.
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There's actually research that working in a classroom,
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student teach in a classroom with similar demographics to
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where teachers get their first job,
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so similar socioeconomic status,
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similar proportion of English language learners.
6:00
It can make teachers more effective once they get that
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first job,
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and it can make them stay in the classroom longer.
6:07
So when districts are thinking about making sure that they
6:09
are helping their incoming teachers be as effective as
6:12
possible and stick around,
6:14
bringing student teachers into the classrooms or the types
6:17
of classrooms where they're likely to have vacancies is
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hugely important.
6:20
It's also really important for student teachers to have
6:23
those experiences in schools that are high functioning with
6:26
positive school climates and low rates of teacher turnover.
6:29
And more and more research is showing the value of student
6:32
teachers gradually taking on more responsibility,
6:35
having the chance to get feedback to hone their skills so
6:38
that the things that they've learned on paper in the
6:40
classroom they can put into practice and really kind of
6:43
build the muscle memory that's going to help them be
6:45
effective and hit the ground running once they have a
6:47
classroom of their own.
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Hannah and I talk about this all the time that she and I
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entered the teaching profession via a similar pathway and
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often lament the fact that we didn't have that rich
6:58
clinical experience before we were in front of kids that we
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owned for that year,
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and you can't help but feel that deep sense of guilt that
7:05
you're letting your students down when you're a first-year
7:07
teacher who hasn't received that adequate level of clinical
7:10
experience.
7:11
Again,
7:11
like sheltering new teachers through the preparation process
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and the gradual release that Hannah just spoke about is
7:17
critically important and doing all of that before a teacher
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becomes a teacher of record is just really valuable.
7:24
As we think about the gradual release of responsibility,
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just as we use that same approach with students in the
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classroom,
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it's that chance that you see that collaboration in the we
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do,
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and so often that we do portion is where the student teacher
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is learning about some of those subtleties of work with the
7:48
student because they'll maybe see through that give and
7:52
take, oh,
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where did my cooperating teacher have to lift me a little
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bit?
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How can I lift myself that next time we do this similar
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kind of a structured lesson?
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So yes, that is so important.
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And I feel so fortunate that I did come from a program
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where I had really positive,
8:14
supported and scaffolded clinical experiences from the time
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that I was in my second semester of college.
8:24
So that is so important for young people that are going
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into the profession.
8:31
Yeah.
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And we're seeing more prep programs being really strategic
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about embedding these experiences early on.
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So you mentioned from your second semester of teacher prep,
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which is great because I think in the past,
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it was kind of this idea that you didn't really start the
8:43
clinical practice until the end of your teacher preparation
8:46
experience.
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And at that point,
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some people might get into the classroom and realize this
8:50
really isn't for them or they're starting from scratch and
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they don't know what to do.
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So we're seeing more places embed those experiences early
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on where they have maybe a methods course that they do some
8:59
tutoring with students or work with small groups,
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or even in some cases,
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universities will have a course that they teach at a local
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school,
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and then the candidates will tutor students at that local
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school.
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So making sure that they're getting that gradual increase
9:12
in responsibility,
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not just in that final semester or final year,
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but throughout the program is helping set candidates up for
9:18
greater success.
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As you said, Hannah, that opportunity to tutor one-on-one.
9:25
So you can start to learn how to build a relationship with
9:28
a student and then to take that to small group instruction.
9:32
How can I work with this small group of folks that I am
9:37
beginning to get to know in a different kind of a way and
9:41
then expand that to how I might work with a whole classroom
9:46
of students.
9:47
And then you're better able to see how to differentiate,
9:52
how to think about structuring your scaffolded practice.
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There are so many opportunities that you can build tools in
10:02
your toolbox as you go and then strengthen them through
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that greater experience.
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So I'd like to pose this question.
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How does your work with NCTQ apply specifically to early
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career teachers?
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We've spoken a lot about the current work we're invested in
10:21
related to clinical practice and really making sure that
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we're standing up a strong framework from NCTQ.
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Hannah's too modest to say this,
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but she has done an incredible job building relationships
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with leading researchers and practitioners across the
10:34
country that are informing the work we're holding up around
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clinical practice and trying to really set clear
10:39
expectations for the actors that have the most influence on
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ensuring teachers have access to those clinical experience
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and that being states,
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districts and teacher preparation programs themselves.
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In addition to that, you know,
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we rate prep programs along a number of standards,
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including how well they do preparing teachers to teach
10:59
reading and how much time they provide their candidates,
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their aspiring teachers to build their mathematical content
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knowledge.
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And those ratings are public on our site.
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You can go to our website,
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you can search for any one of over 700 teacher preparation
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programs that are part of our sample.
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And you can see sort of how they stack up.
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So we think that's a tremendous resource for folks who are
11:21
interested in the teaching profession and are just curious
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about how they should narrow their search.
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So that's another big resource that we bring to the table
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at NCTQ.
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And then for teachers that are already in the classroom and
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may be feeling that their teaching experience is harder
11:35
than it needs to be, you know,
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we can help them identify areas that were missing or
11:40
mistaught from their preparation and try to help fill those
11:42
knowledge gaps after the fact.
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So we've got a lot of information and material out there
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related to research-based best practices for instruction,
11:51
for managing classrooms that we think can be a real
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treasure trove for new teachers who take the time to dig
11:56
in.
11:57
Yeah,
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we hope that our research based standards really help equip
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aspiring teachers and current teachers with information
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about what they should have learned so that they can really
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advocate for themselves.
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I think one of the most heartbreaking stories that we hear
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again and again,
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especially in the realm of teaching reading,
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is teachers who just weren't taught research-based
12:17
practices, their students struggled.
12:19
Years later,
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they realized they find out like there is this whole clear
12:23
science of how reading happens, how to teach reading,
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that their prep programs hadn't taught them,
12:28
that their district hadn't taught them,
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and that there's this missed opportunity to teach their
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students for years.
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And so we hope that by making this information really
12:36
explicit about what preparation candidates and new teachers
12:40
should be getting,
12:41
that we don't have that situation continue to happen,
12:43
that there is that idiom,
12:45
you don't know what you don't know,
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we're hoping that this can help and tell teachers this is
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what you should know,
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this is what your program should teach you.
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So you can use that to advocate to your programs or if
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you're already in a district to advocate to your district
12:55
for additional support and to help make sure that everybody
12:58
is really being set up for success.
13:01
One of the things that I see,
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I was a first grade teacher for 30 years.
13:05
So definitely those sound letter,
13:08
we think about the different parts of literacy.
13:11
We think about the importance of oracy.
13:14
We think about phonemic awareness.
13:16
We think about phonics.
13:17
We think about how that vocabulary is organized.
13:21
We think about writing.
13:23
We have to think about all of those pieces at one time and
13:28
think about how each of them supports literacy and where we
13:33
start with students and how we make sure that those
13:37
practices are intermeshed and that we don't forget about
13:42
any of them.
13:43
And we think about how important the sequence of teaching
13:48
some of these skills are.
13:52
There are systematic approaches to what we're doing.
13:56
Teaching reading isn't taking spaghetti,
13:58
throwing it against the wall and seeing what will stick.
14:02
You have to intentionally support students in their
14:06
attainment of literacy.
14:09
Absolutely,
14:09
and Ron and I feel this very personally right now.
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I have a four-year-old, Ron has a five-year-old,
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and they're like in the early stages of, you know,
14:16
my daughter is starting to learn those letter sounds
14:19
correspondences and starts to learn blending and
14:20
everything.
14:21
And so all these things that I've been learning about from
14:22
the research world, I'm seeing her teachers carry out.
14:25
And thinking about how this connects to clinical practice,
14:28
it just kind of reinforces that there needs to be that
14:30
connection between what candidates learn from their prep
14:32
program, what they're doing in the district,
14:34
because I've heard from both sides where a prep program is
14:37
really focused on scientifically-based reading instruction,
14:39
and they struggle when their candidates go on to student
14:42
teach in a district that is maybe using some contrary
14:44
practices or not following that same systematic approach.
14:48
And conversely,
14:49
where districts really want to use scientifically-based
14:51
reading instruction,
14:52
and their candidates are coming in without a strong
14:54
foundation in that.
14:55
So making sure that there is that cohesion between what
14:58
districts need to be teaching and what they need their
15:01
candidates to come in ready to do,
15:02
especially with something as important as literacy,
15:05
it really matters,
15:06
and it really means that candidates can either come in
15:09
ready to be strong teachers or that they have to kind of
15:12
start from scratch and relearn what this district is
15:14
teaching, which doesn't serve anyone well.
15:17
Then when you are confounded with some of the issues about
15:21
classroom management and those kinds of things that you
15:24
might be facing on your own for the first time,
15:27
and then you're not confident in your professional
15:30
practice,
15:31
that leads you to just a lack of confidence and an
15:36
unsureness about how do I really approach this.
15:41
Well,
15:41
what's so valuable about NCTQ is the amount of deep research
15:46
and resources that emerge from your organization.
15:51
And we will put in the show notes for our listeners,
15:55
the resources that you're talking about, you know, Ron,
15:59
you had mentioned the 700 teacher prep programs on your
16:02
website and other resources,
16:04
and we want to spotlight those.
16:06
So for our listeners,
16:08
if you would like to go directly to those websites,
16:11
we will have those for you because we know that as early
16:15
career teachers,
16:16
your work in the clinical practice area certainly
16:19
translates into your success as an early career teacher in
16:24
those initial years.
16:25
So maybe this is the perfect transition point to
16:28
specifically ask you, Hannah and Ron,
16:32
a question about the school district's role and why they
16:35
should make clinical practice a priority in supporting and
16:39
developing their early career teachers.
16:44
I'll let Ron speak more to his personal experiences with
16:46
districts,
16:47
but I think especially as districts are concerned about
16:50
staffing shortages and the teacher pipeline,
16:53
thinking about clinical practice is hugely important for
16:56
building up that teacher pipeline.
16:58
So there has been studies that find that when districts
17:01
host student teachers,
17:02
those teachers are more likely to get jobs in the district,
17:05
even more likely than they are to go back home.
17:07
And the districts that host student teachers are less
17:09
likely to have vacancies.
17:10
So thinking about this as not just a way to train up new
17:14
teachers,
17:14
but it's a way to really embed aspiring teachers in your
17:18
district so that they stay there and so that you can
17:20
address your staffing shortages is a huge win for
17:23
districts.
17:24
Beth, this question really hits home deeply for me,
17:27
given my past work as an assistant superintendent.
17:30
One of the things I wish I could go back in time and take
17:32
more seriously is the district's role in being a good
17:35
partner to our area teacher preparation programs and really
17:38
seeing the opportunity of hosting student teachers and
17:42
engaging with those preparation programs around the
17:45
clinical experiences they provide inspiring teachers
17:47
because of everything I've learned since I joined NCTQ
17:50
about how connected the pipeline can be when districts act
17:54
with intention in their partnerships.
17:56
Frankly,
17:57
in the many responsibilities heaved upon school districts,
18:00
sometimes those outreach emails from local prep programs,
18:04
you know,
18:05
went unanswered or went as lightly answered as was
18:07
possible, knowing now,
18:09
I would do things quite differently and make sure that I'm
18:12
cultivating those deep partnerships and really seeing it as
18:15
an opportunity to provide clinical placement that is a job
18:18
interview for a year or a semester.
18:21
That's a tremendous opportunity.
18:22
And one of the things that the work that we've done and
18:24
that Hannah has led has surfaced our school districts that
18:28
are really taking their roles seriously as partners to
18:32
teacher prep and seeing the dividends for their own teacher
18:34
pipeline well being.
18:35
For example,
18:37
Charlotte-Mecklenburg School District centralized all their
18:40
clinical practice placements and put a real strong emphasis
18:43
on connecting those clinical placements to future hiring
18:46
needs.
18:47
It has been a future hiring needs.
18:49
And that's just really smart.
18:51
It takes a lot of upfront work to cultivate those
18:53
relationships.
18:54
But if you're really locking in pockets of folks that you
18:58
can draw from for future positions and getting some of that
19:02
sort of right up close in real time job interviewing
19:06
experiences,
19:08
it's a tremendous value add for districts who make the
19:11
effort.
19:12
What I'm hearing in this conversation that is different
19:15
than what we've heard in the past,
19:17
especially as the teacher shortage continues to be
19:19
problematic for our profession, is this notion of,
19:23
we all have to come together to find great candidates,
19:27
nurture their abilities,
19:30
find placements for them while in their preparation
19:33
programs,
19:34
whether they're traditionally prepared or alternatively
19:36
trained,
19:37
that they are able to then move into those teaching
19:40
positions, but it's a collective effort.
19:43
And it's no longer the university or the alternative
19:47
certification program does their part,
19:49
and then they pass it on to the school districts or the
19:52
county schools to do what they need to do.
19:54
And then there's this collective work that needs to happen.
19:58
And I think this kind of conversation,
20:00
your presentation at AAEE really speaks to that.
20:04
And so I want to give a shout out to this new thinking that
20:07
you're putting on the table that we all need to hear.
20:11
I think that's exactly right,
20:12
and I think that it's a real opportunity for districts to
20:16
feel more empowered in their relationships with prep
20:18
programs.
20:19
As Ron said, this really is about a partnership.
20:21
It's not just about PREP programs sending student teachers
20:23
to districts or districts kind of hiring whoever comes
20:26
through the door.
20:27
I think that student teaching is the perfect nexus point
20:29
between those two entities for them to talk about what
20:32
their goals are, what their needs are,
20:34
and for districts to advocate to prep programs and say,
20:36
listen, we really need special education teachers.
20:39
That's who we're going to be able to host for student
20:40
teaching.
20:41
That's who we need to hire,
20:42
so we need to work with you on that.
20:44
Or for districts to say, look,
20:45
when your candidates come in,
20:47
they are great at literacy instruction,
20:49
but they're really struggling in classroom management.
20:51
Let's talk more about how to strengthen that preparation.
20:54
So using these opportunities to share more data both ways
20:57
and to have those conversations about what's working well
21:00
and what can be improved.
21:02
I think this is hugely important and a real opportunity for
21:05
districts.
21:06
I love those examples, Hannah,
21:08
because you can only have conversations like that if you
21:10
have truly done the work to build the relationship where
21:13
you can be honest with your prep program partners or PREP
21:16
programs can be honest with their district partners about
21:18
what they need and what they're seeing and really calibrate
21:21
on how to bolster those clinical practice experiences for
21:25
aspiring teachers.
21:28
So you talked about Mecklenburg Charlotte.
21:31
Could you give us one best example of a district that's
21:36
featured in NCTQ's new action guide and share what kinds of
21:40
actions that this district might be taking to develop and
21:45
support early career teachers, what that looks like?
21:49
One that stood out to me was Chicago Public Schools,
21:51
huge district,
21:52
and they had worked with some researchers to dig into their
21:55
pipeline and what the researchers figured out,
21:58
and the study is posted on the action guide for anyone who
22:00
wants to take a look,
22:01
but the district was bringing in a lot of student teachers,
22:04
but the student teachers were going into the wealthier
22:06
neighborhoods and student teaching there,
22:09
and then that's not the schools that the district really
22:11
needed to hire new teachers into.
22:13
So there is a huge mismatch between where student teachers
22:16
were going for their placements and where the district had
22:18
upcoming vacancies,
22:20
and the district also had no insight into the quality of
22:23
clinical practice, the quality of mentor teachers,
22:26
what was happening during those experiences,
22:27
because everything was being sorted out between the prep
22:30
programs and the school leaders, the teachers,
22:33
which is the kind of the status quo in a lot of districts.
22:36
And so what Chicago did is say, look,
22:38
we need to make this more of a strategy.
22:40
We need to really rethink our pipeline and make sure that
22:43
we are building up the core of teachers that we need.
22:46
So, they created the Teach Chicago initiative,
22:49
which had multiple facets,
22:51
one of which was just completely overhauling their approach
22:54
to student teaching and making it a centralized process.
22:56
So everything went through central office rather than
22:59
through individual schools.
23:00
Part of this was establishing a residency program where
23:04
they partnered with some local institutions to build a
23:06
really high quality rigorous residency that was focused on
23:10
recruiting people who were already in the school community.
23:12
So a lot of paraprofessionals,
23:14
a lot of people who had kids in the district already,
23:17
or who had themselves gone to school in Chicago Public
23:20
School so that they were invested in the community,
23:22
they were likely to stay there.
23:23
And they paid them a really sizable stipend to make it
23:26
financially feasible for them to go through preparation and
23:29
make sure that they could afford to do so.
23:31
At the same time,
23:32
they also wanted to attend to traditional teacher prep.
23:35
So they started rethinking how they did clinical practice
23:37
with traditional prep programs and started a program with
23:40
several traditional partners that was really focused on
23:43
bringing candidates into priority schools.
23:46
Those schools that were harder to staff had more students
23:48
from low income backgrounds.
23:50
And they also made sure that the programs were supporting
23:52
that and had shared values to make sure that everybody was
23:56
really on board with bringing candidates into these higher
23:59
needs schools,
24:00
making sure that they were prepared to be effective.
24:02
And they bolstered all of this with a lot more preparation
24:05
and training for mentor teachers, for cooperating teachers.
24:07
So they provided coaching,
24:09
they had monthly check-ins with all of those mentor
24:12
teachers where they could identify their goals.
24:14
And if they were struggling,
24:15
they would get additional support.
24:17
And all of this has worked.
24:19
So they now have seen their vacancy rates plummet,
24:21
especially in some of those hard to staff subjects like
24:24
special education that had been a chronic shortage.
24:26
They now have far,
24:28
far fewer vacancies in special education than they used to.
24:31
And their candidates are sticking around.
24:33
They shared that for the teachers who went through the
24:35
residency program there,
24:37
I believe it was the five year out retention rate was 88%.
24:40
That was almost double what they were seeing traditionally
24:43
for teachers coming in.
24:44
Their hard work, their centralized process,
24:47
their ongoing support, their financial support,
24:49
all of that really paid off.
24:50
And it wasn't easy.
24:51
It's been a lot of work.
24:52
They've had to kind of scrounge for,
24:54
they've gotten federal grants and philanthropy to support
24:56
all of this, but it's been worth it.
24:58
And they're really seeing great results.
25:01
That's excellent.
25:02
I know a number of CPS teachers,
25:05
and some of them have been talking with me about some of
25:09
the programs that have been supporting some of their paras
25:12
who want to get their full licensure and how exciting that
25:18
is because they've already had some of those kinds of
25:21
experiences in the classroom for some of them many,
25:25
many years,
25:26
and then to be able to make connections to content
25:31
knowledge work and then bring all of that skill set
25:34
together in a professional way.
25:37
We're seeing a lot of success,
25:38
especially for paraprofessionals who have so much rich
25:40
classroom experience,
25:42
thinking about what experience do they bring already,
25:45
and then what are the gaps that need to be filled in and
25:47
making sure that coursework can support the areas that they
25:49
wouldn't have already had.
25:51
And then a lot of paraprofessionals are now able to get
25:54
college degrees, able to get teaching certifications,
25:56
and are really seeing a lot of success in the classroom,
25:58
which is great for them and great for their students.
26:02
Well, this conversation has been really engaging.
26:04
And one of the things that New Teacher Talk likes to do,
26:07
besides talking about challenges and advocating for early
26:10
career teachers and providing resources is we really want
26:14
to connect our podcast guests with our listening audience.
26:19
So where can people reach out to you,
26:22
learn more about clinical practice NCTQ and the Action G
26:26
uide?
26:27
Absolutely.
26:27
We would love for people to reach out.
26:29
So our Action Guide and all of our materials are freely
26:32
available on our website, NCTQ.org,
26:36
so you can find the Clinical Practice Action Guide,
26:38
the Teacher Prep Review Ratings that Ron mentioned,
26:40
as well as lots of other resources.
26:43
You are also welcome to reach out to us directly.
26:45
Our emails are up on the website,
26:47
but also my email is hputman@nctq.org,
26:51
and you can reach Ron at rnoble@nctq.org,
26:54
and we always love to speak with teachers and aspiring
26:56
teachers and district leaders about how we can support your
27:00
work and make your work more successful.
27:02
you
27:03
Sounds great.
27:03
Well, thank you both for being here today.
27:06
We are going to include in the show notes as Hannah and Ron
27:10
have alluded to,
27:10
to these resources that are on their website.
27:14
As Hannah just gave a shout out it's www.nctq.org and we
27:20
will also include both of their email addresses in the show
27:24
notes so you can directly email them. To our audience, b
27:27
e sure to follow us on our socials.
27:30
Each week we share a helpful resource that you can download
27:34
through our Instagram
27:35
page @NewTeacherTalk For example, we have a Tuesday Teacher Resource so you don't want to miss that. Check out our Thursday Thought to keep you motivated. And in addition to following us on our socials become a regular follower of this podcast channel, so hit that follow button, tell other people about it. And, remember as a new teacher, or aspiring new teacher, we are here to support you.