Children ages 5 to 21
Children and Youth (infants - 19 years)
Children Only (5 - 14 years)
Youth/Adolescents only (14 - 19 years)
PEBC offers PreK-12 teachers, school leaders, and district superintendents customized professional learning opportunities. It is designed to support developing culture and goals unique to each school and district. This provides a unified approach for schools, working with teachers within grades and subjects, to create a systemic and sustainable culture of learning.
Large scale external evaluations conducted over a period of time (2007 - 2012) have revealed the impact of PEBC professional development on schools, leaders, teachers, and students. Below is some information from the most recent report:
- After receiving PEBC professional learning support teachers report that students are talking with each other about how to solve systems of equations. Students are using math terms in their conversations and understanding information better than before.
- After receiving PEBC professional learning support, teachers report that students have become more meta cognitive and are able and willing to share their thinking because their class environments value deep discussion among peers, accepts learning from
mistakes, and focuses more on the process rather than focusing solely on a solution.
- As a result of attending PEBC Thinking Strategies Institutes teachers report that students demonstrate increased confidence in the classroom and note that student math scores have increased 15 to 20 percentage points.
Over the last three years, PEBC has been providing professional learning opportunities systemically in one target school. In just one year of this work, English language learner students showed an average increase of 13% in speaking, listening and oral language. Test scores also showed a 7% increase in comprehension with many students' English learner identification changing to "exited". PARCC tests show that the school increased an average of 12% in every grade level, for every test taken, in every subject; and they had the largest growth of any school in their district.
In addition, principals of two middle schools in rural Colorado where PEBC has been providing professional learning and the Residency, emphasized the impact of both in their schools, as both schools have gone from priority improvement to performance.
Children Only (5 - 14 years)
Youth/Adolescents only (14 - 19 years)
Adolescents/Youth (13-19 years)
ThePEBC Teacher Residency is a residency-based model that recruits and trains new teachers to make a profound and lasting impact on student achievement.
The PEBC Teacher Residency provides:
• A year-long teaching residency in a classroom with a trained, experienced Mentor Teacher
• A learning environment that connects rigorous coursework and academic theory with practical, hands-on classroom experience
• Small cohorts of Resident Teachers and Mentor Teachers, providing a collaborative, professional learning community and support system that serves as a resource for each participant throughout residency, induction and beyond
The Program is an alternative pathway to teaching, creating a learning environment directly connected to classroom practice. Residents commit for three years, and are paired with an experienced Mentor Teacher in year one. Mentors embrace this opportunity to expand their essential role as a school-based teacher educator, and they receive significant professional development support and financial recognition for aiding the development and growth of new teachers. The "high-touch" mentoring process is critical for Residents to adapt to the classroom environment, especially in high-needs schools where new teacher attrition rates remain high.
The following details the impact of the Boettcher Teacher Residency:
• 27% male teachers in elementary
• 54% math/science teachers in secondary
• 19% teachers of color
• 27% speak Spanish
• 95% five year retention in the classroom as compared to the national average of 83%
• Students' scores on district language tests statistically significantly higher than other first year teachers' students' scores
• Principals recognition of our teachers' skills in reflecting, relationship building with K-12 students, and problem-solving
• Differentiated roles for teachers (becoming mentors); double the impact given the over 100 hours of professional development mentor teachers receive through the program
Recent results from external evaluations of the Boettcher Teacher Residency showed the following:
• 100% of Boettcher Residents who completed the residency were hired as teachers
• 99% were retained in Colorado
• 71% were hired in the district in which they were trained (as a multi-district provider, this is not a requirement of the program)
• 93% of principals report Boettcher Residents were well prepared for various teaching responsibilities, including lesson planning and subject matter expertise
• 90% of principals report the Residency program improves teacher quality in their school
• Of graduates from the first two rural cohorts, 33% have been promoted to serve in full- or part-time positions as an instructional coach, and many serve as mentors
• 78% of Boettcher Teacher Residency teachers were rated as effective or highly effective (3 and 4 on a four point scale) in their first year as a teacher of record
As one middle school principal described, Boettcher residents are an asset in the classroom. In his school, "From day one when the resident walks in they are considered a teacher." He also described the impact of the Boettcher Teacher Residency on the culture and environment in his school. "It is not only a learning environment for kids, but it is also a learning environment for adults." He discussed the benefits derived from the peer collaboration and reflection that comes from the mentor and resident working together and discussing what they have done, what they want to change, and then planning together for the next lesson. Both the principal and the teachers in the building described that as a result of these discussions, other teachers became more interested in the work of the residency, as well as in the instructional practices that the mentors and residents were learning from their participation in the program. As a result more teachers began to want to participate in the program, and more teachers began collaborating with one another to increase the depth of student learning.
In another middle school, a principal who was new to the school after PEBC and Boettcher Teacher Residency began working with the district, described the impact of the program on his school and on his leadership. "I have had the chance to work with a few Boettcher Teachers and it's just wonderful to see how ahead they are when it comes to their knowledge base and some of the strategies that they bring with them." He went on to describe that in his first two years, he "made a lot of mistakes" when working with the Boettcher Teachers. "I came with this fixed set of mind about what a lesson plan should look like, what instructions should look like. They were talking about workshop model, they were talking about some kind of seminar, and they were talking about Thinking Strategies and it took me awhile to really dive in … and become that leader that partners rather than just someone who tells them what to do when it's wrong." He went on to say that now in year three working with the Boettcher residents and teachers, he feels that he is a different kind of leader who is working to support his teachers in facilitating more in-depth student learning in their classrooms.
Both of these middle school principals emphasized the impact of the residency and teacher development in their schools, as both schools have gone from priority improvement to performance. In addition, participating schools and districts are reporting that they are seeing increased student achievement scores that they directly attribute to their work with PEBC and the Boettcher Teacher Residency. As one mentor stated, "The first year I was here, 5 years ago, we were at 12% proficiency in English Language Arts. Very, very dismal. My second year and third year, those went up but not a whole lot. And then my first Boettcher resident came on board, and they doubled. My scores doubled. And we beat the state that year as well as many schools in the valley, which was unprecedented for our little school." She also described that in the first year of PARCC testing, her students "beat the State average by more than 15 percentage points," which she felt was incredible given the transitory population and high percentage of ELL students. She explicitly credited her work with Boettcher Teacher Residency and PEBC for the changes in her instructional practice that led to this success, stating "That training really - her [resident's] training and classes and my training as a mentor, it just was magic. It became magic." This year, this mentor was hired as the first instructional coach for the district to work with other teachers specifically in adopting these instructional practices, and her resident was hired to replace her in the classroom.