State,Rating,Text1,Rating1,Link1,Text2,Rating2,Link2,Text3,Rating3,Link3,Text4,Rating4,Link4
Alabama,Red,Alabama shows no evidence of meeting this standard.,Red,,Alabama shows no evidence of meeting this standard.,Red,,Alabama shows no evidence of meeting this standard.,Red,,Alabama shows no evidence of meeting this standard.,Red,
Alaska,Red,Alaska shows no evidence of meeting this standard.,Red,,Alaska shows no evidence of meeting this standard.,Red,,"Alaska provides a Statewide Mentor Project with a two year induction program for new teachers, specifically tailored to support teachers in rural schools and districts.",Green,https://www2.ed.gov/programs/innovation/2011/u411b110072narrative.pdf,Alaska shows no evidence of meeting this standard.,Red,
Arizona,Red,Arizona shows no evidence of meeting this standard.,Red,,Arizona shows no evidence of meeting this standard.,Red,,Arizona provides a New Teacher Induction Network (optional) for teachers to gain access to induction programming for their first two years of teaching.,Yellow,http://azk12.org/arizona-new-teacher-project,Arizona shows no evidence of meeting this standard. ,Red,
Arkansas,Yellow,"Arkansas provides that a teacher residency program may be considered as an approved program or pathway to teacher licensure. The requirements for teacher residency programs will be recommended by the Professional Licensure Standards Board, approved by the state board, and appended to the rules.",Yellow,,"Arkansas invested in Teach Arkansas to provide opportunities for teacher leadership, mentor programming, and continuing education opportunities.",Yellow,http://dese.ade.arkansas.gov/divisions/educator%20effectiveness/teach-arkansas/impact-tomorrow-grow-through-the-career-continuum,Arkansas provides a three year induction and mentoring program for new teachers.,Green,,Arkansas shows no evidence of meeting this standard.,Red,
California,Yellow,"California funds the Teacher Residency Grant Program to provide one-time competitive grants to applicants to develop new, or expand existing residency programs that recruit and support the preparation of special education, bilingual education, science, technology, engineering or mathematics teachers.",Green,https://www.ctc.ca.gov/educator-prep/grant-funded-programs/teacher-residency-grant-program,"California provides professional learning opportunities in administrator training, among other areas for professional growth; State-led induction program provides mentorship for new teachers.",Yellow,http://www3.cde.ca.gov/prodevops/search.aspx,California provides a two year induction and mentoring program for new teachers.,Green,https://www.ctc.ca.gov/educator-prep/teacher-induction,California shows no evidence of meeting this standard.,Red,
Colorado,Yellow,"Colorado Commission on Higher Education is under statutory mandate to adopt a policy that requires each teacher candidate in an initial licensure program to complete at least one full year of supervised clinical experience. The statute also creates the Collaborative Educator Grant Program to provide funds for the development of targeted educator preparation initiatives, which may include teacher residencies, and the Teacher Residency Expansion Program and Fund to expand residency programs on a pilot basis.",Green,,Colorado shows no evidence of meeting this standard.,Red,,Colorado provides a three year induction and mentoring program for new teachers and developed a mentor teacher endorsement introduced in 2020.,Green,,Colorado shows no evidence of meeting this standard.,Red,
Connecticut,Yellow,Connecticut provides alternative certification program opportunities to school support staff to gain an initial educator certificate to teach in the state for three years before obtaining their masters and ultimately gaining their professional educator certificate.,Green,,Connecticut shows no evidence of meeting this standard.,Red,,Connecticut provides a two year induction and mentoring program for new teachers.,Green,,Connecticut reported a goal for 2020 to develop and deploy specific resources and tools to districts/LEAs statewide to support the development of culturally competent pedagogy.,Yellow,https://portal.ct.gov/-/media/SDE/Talent_Office/MTR_Council/MTR_Annual_Report_1-10-2020.pdf
Delaware,Best,"Delaware appropriated funds in the FY 2019-20 budget to support year-long residencies. In addition, the department of education has supported the creation or expansion of year-long residencies through its 2017 Educator Preparation Partnership Grant.",Green,,Delaware developed the Delaware Leadership Project for aspiring Principals modeled after New York's Principal pipeline initiative to provide opportunities for classroom teachers to acquire the skills necessary to become Principals.,Red,,Delaware provides a four-year induction and mentoring program for new teachers. ,Best,https://www.doe.k12.de.us/domain/185,"During the 2019-20 school year, the Delaware Department of Education facilitated three engagement levels of professional learning opportunities to accommodate all entry points, including supported opportunities (established district and school partner relationships based on district and school data to support specific needs; and ongoing technical assistance). As part of the Equity Network Engagement Level Three for this school year, multiple cohorts of school teams entered into and/or are continuing a commitment for consecutive years inclusive of cultural competence and anti-bias professional learning opportunities, requiring each school team to devise an equity action plan informed by a gap analysis of multiple data points. Beginning in January 2021, each district and charter will identify equity leads who will engage in cultural competence and anti-bias among other professional learning including but not limited to antiracism. Some equity leads have been identified and serve dual roles as equity leads and district and school leadership.",Yellow,
Florida,Red,Florida shows no evidence of meeting this standard.,Red,,Florida shows no evidence of meeting this standard.,Red,,Florida shows no evidence of meeting this standard.,Red,,Florida shows no evidence of meeting this standard.,Red,
Georgia,Red,Georgia shows no evidence of meeting this standard.,Red,,Georgia shows no evidence of meeting this standard.,Red,,"Georgia defines induction and the state department of education publishes induction tools and resources for districts that would like to develop an induction program, including a Teacher Induction Guidance document.",Yellow,,Georgia shows no evidence of meeting this standard.,Red,
Hawaii,Red,Hawaii shows no evidence of meeting this standard.,Red,,Hawaii shows no evidence of meeting this standard.,Red,,Hawaii provides a three year induction and two-year mentoring program for new teachers.,Green,,Hawaii shows no evidence of meeting this standard.,Red,
Idaho,Red,Idaho shows no evidence of meeting this standard.,Red,,Idaho shows no evidence of meeting this standard.,Red,,Idaho provides a two year induction and mentoring program for new teachers.,Green,,Idaho shows no evidence of meeting this standard.,Red,
Illinois,Yellow,"Illinois developed an Alternative Educator Licensure Program for Teachers, which requires, among other things, a first year of residency. In addition, consistent with its ESSA state plan, Illinois is using state funds to support partnerships between institutions of higher education and high-need school districts to plan full-year teacher residencies through its Teacher Residency Planning Grant.",Green,,Illinois shows no evidence of meeting this standard.,Red,,Illinois provides a two year induction and mentoring program for new teachers.,Green,,Illinois shows no evidence of meeting this standard.,Red,
Indiana,Yellow,Indiana invested in the Indiana Education Residency Pilot and the Teacher Residency Grant Pilot Program to provide funds for residency programs meeting established requirements.,Green,,Indiana does not invest in opportunities for teachers of color to grow and develop in their abilities and qualification for leadership roles while in the classroom.,Red,,Indiana provides a two year induction and mentoring program for new teachers.,Green,,Indiana shows no evidence of meeting this standard.,Red,
Iowa,Yellow,Iowa developed the Teach Iowa Student Teaching Pilot to provide students in partnering institutions with a student teaching experience in one or more school districts that lasts an entire academic year.,Green,,Iowa shows no evidence of meeting this standard.,Red,,Iowa provides a two year induction and mentoring program for new teachers.,Green,,Iowa shows no evidence of meeting this standard.,Red,
Kansas,Red,Kansas shows no evidence of meeting this standard.,Red,,Kansas shows no evidence of meeting this standard.,Red,,Kansas provides a one year induction and mentoring program for new teachers,Yellow,,Kansas shows no evidence of meeting this standard.,Red,
Kentucky,Red,Kentucky shows no evidence of meeting this standard.,Red,,Kentucky shows no evidence of meeting this standard.,Red,,Kentucky provides a one year induction and mentoring program for new teachers,Yellow,,Kentucky shows no evidence of meeting this standard.,Red,
Louisiana,Yellow,"Louisiana created ""Believe and Prepare"" where all teacher preparation programs include a yearlong residency alongside an expert mentor in partnership with LEAs across the state.",Green,https://www.louisianabelieves.com/teaching/believe-and-prepare,Louisiana invests in multiple state-led teacher leadership development and leadership pipeline opportunities for current classroom teachers.,Green,https://www.louisianabelieves.com/academics/louisiana-content-leaders,Louisiana state statute established a new teacher mentorship pilot program in which one school within each system will be selected to participate and in which new teachers and eligible mentor teachers at the school may select to participate.,Yellow,,Louisiana shows no evidence of meeting this standard.,Red,
Maine,Red,Maine shows no evidence of meeting this standard.,Red,,Maine shows no evidence of meeting this standard.,Red,,Maine provides a one year induction and mentoring program for new teachers.,Yellow,,Maine shows no evidence of meeting this standard.,Red,
Maryland,Yellow,"Maryland developed the Teacher Collaborative Grant Program to award funds to collaboratives to implement at least two of the following: 1) a 21st-century practicum for teacher candidates to gain teaching experience in the classroom; 2) a professional development program for existing teachers; and 3) a peer assistance and review program to support induction and mentoring programs and effective evaluation systems. The 21st-century practicum must require, among other things a full year of practical teaching experience and compensation for the lead teacher to supervise and coach the teacher candidate.",Green,,Maryland invests in the Teacher Collaborative Grant Program to award funds to collaboratives to implement at least two of the following: 1) a 21st-century practicum for teacher candidates to gain teaching experience in the classroom; 2) a professional development program for existing teachers; and 3) a peer assistance and review program to support induction and mentoring programs and effective evaluation systems. ,Yellow,,Maryland provides an induction program but does not set a required amount of time.,Yellow,,Maryland shows no evidence of meeting this standard.,Red,
Massachusetts,Yellow,"Massachusetts does not invest in high-retention pathways to teaching, including residency models and alternative certification programs that traditionally support and develop teachers of color.",Red,,Massachusetts invests in leadership pipelines for teachers of color through opportunities like the InSPIRED Fellowship for aspiring superintendents.,Best,http://www.doe.mass.edu/teach/diversity.html,Massachusetts allows each new teacher to be assigned to a mentor teacher and gives districts discretion in selecting the type of mentors and match criteria for each mentor.,Yellow,https://www.nctq.org/yearbook/state/MA-New-Teacher-Induction-72,"Massachusetts launched two new professional development academies for school and district teams this year. These two new offerings are designed to build the capacity of school and district teams to champion, plan for, and implement systemic improvements that result in more culturally responsive educational environments. Through professional development, coaching, and technical assistance, teams will learn about the intersection of race, culture, class and schooling and develop a common understanding of what culturally responsive instructional practices, pedagogy, and environments entail. ",Red,
Michigan,Yellow,"Michigan uses Title II, Part A funds to expand residency programs in the state consistent with its ESSA state plan.",Green,,Michigan does not invest in opportunities for teachers of color to grow and develop in their abilities and qualification for leadership roles while in the classroom.,Red,,Michigan provides a three year induction and mentoring program for new teachers.,Green,,Michigan posted guidance on social justice and anti-racist teaching and curriculum on their state website for classroom teachers.,Yellow,http://www.michigan.gov/documents/mde/GEAC_Resources_697529_7.pdf
Minnesota,Yellow,"Minnesota statute permits a school district with an approved teaching residency plan to hire graduates of approved preparation programs as teaching residents for no more than two school years. In addition, the legislature appropriated funds in 2018 and 2019 to support board-approved nonconventional teacher residency pilot programs through the state's Grow Your Own Grant Program.",Green,,Minnesota shows no evidence of meeting this standard.,Red,,Minnesota encourages school districts to develop teacher mentoring programs for new teachers and requires staff development committees to include opportunities for peer mentoring in their plans.,Yellow,,Minnesota shows no evidence of meeting this standard.,Red,
Mississippi,Yellow,"Mississippi created the Mississippi Teacher Residency, a two-year program that combines coursework and on-the-job trainings alongside an experienced teacher mentor to prepare prospective educators for the teaching profession.",Green,,Mississippi shows no evidence of meeting this standard.,Red,,Mississippi established a beginning teacher support and mentoring program for beginning teachers in which districts may participate.,Yellow,,Mississippi shows no evidence of meeting this standard.,Red,
Missouri,Red,Missouri shows no evidence of meeting this standard.,Red,,Missouri shows no evidence of meeting this standard.,Red,,Missouri provides a two year induction and mentoring program for new teachers.,Green,,Missouri shows no evidence of meeting this standard.,Red,
Montana,Red,Montana shows no evidence of meeting this standard.,Red,,Montana shows no evidence of meeting this standard.,Red,,Montana requires local boards of trustees to establish mentoring and induction programs to assist licensed staff in meeting teaching standards.,Yellow,,Montana shows no evidence of meeting this standard.,Red,
Nebraska,Red,Nebraska shows no evidence of meeting this standard.,Red,,Nebraska shows no evidence of meeting this standard.,Red,,Nebraska provides a one year induction and mentoring program for new teachers.,Yellow,,Nebraska shows no evidence of meeting this standard.,Red,
Nevada,Red,Nevada shows no evidence of meeting this standard.,Red,,Nevada shows no evidence of meeting this standard.,Red,,Nevada shows no evidence of meeting this standard.,Red,,Nevada shows no evidence of meeting this standard.,Red,
New Hampshire,Red,New Hampshire shows no evidence of meeting this standard.,Red,,New Hampshire shows no evidence of meeting this standard.,Red,,New Hampshire shows no evidence of meeting this standard.,Red,,New Hampshire shows no evidence of meeting this standard.,Red,
New Jersey,Yellow,"New Jersey state regulation requires that, beginning in 2018-2019, teacher candidates in traditional educator preparation programs complete clinical practice during at least two semesters. The clinical practice must include at least 175 hours, in addition and prior to one full-time semester. In addition, consistent with it's ESSA state plan, New Jersey has provided guidance and support to help school districts expend Title II, Part A funds ""to meet identified student needs"", which may include creating a teacher residency program.",Green,,New Jersey shows no evidence of meeting this standard.,Red,,New Jersey provides a one year induction and mentoring program for new teachers.,Yellow,,New Jersey shows no evidence of meeting this standard.,Red,
New Mexico,Yellow,"New Mexico appropriated funds in the FY 2019-20 budget to the department of education for a Teacher Residency Pilot. Through a competitive process, the department of education has awarded grant dollars to traditional and alternative educator preparation programs to develop residency models meeting certain requirements.",Green,,New Mexico does not invest in opportunities for teachers of color to grow and develop in their abilities and qualification for leadership roles while in the classroom.,Red,,New Mexico provides a one year induction and mentoring program for new teachers.,Yellow,,New Mexico shows no evidence of meeting this standard.,Red,
New York,Red,New York developed a proposal to extend the student teaching experience to provide similar support as a residency model.,Yellow,https://www.regents.nysed.gov/common/regents/files/419hea2.pdf,New York does not invest in opportunities for teachers of color to grow and develop in their abilities and qualification for leadership roles while in the classroom.,Red,,New York provides standards for induction programming and mentoring and a grant program for mentor teacher programming but no requirement for districts and schools to provide programming.,Yellow,http://www.nysed.gov/postsecondary-services/mentor-teacher-internship-program,New York developed a culturally sustaining pedagogy framework for all leaders in the state to help serve students from all backgrounds and employ a more diverse workforce.,Green,http://www.nysed.gov/common/nysed/files/programs/crs/culturally-responsive-sustaining-education-framework.pdf
North Carolina,Red,North Carolina shows no evidence of meeting this standard.,Red,,North Carolina shows no evidence of meeting this standard.,Red,,North Carolina provides a three year induction and mentoring program for new teachers.,Green,,North Carolina shows no evidence of meeting this standard.,Red,
North Dakota,Red,North Dakota shows no evidence of meeting this standard.,Red,,North Dakota shows no evidence of meeting this standard.,Red,,North Dakota provides a one year induction and mentoring program for new teachers.,Yellow,,North Dakota shows no evidence of meeting this standard.,Red,
Ohio,Yellow,"Ohio developed the Ohio Resident Educator Program, a  professional pathway through a four-year initiative to assist beginning teachers with mentoring and professional development as they start their careers. ",Green,http://education.ohio.gov/Topics/Teaching/Resident-Educator-Program,Ohio shows no evidence of meeting this standard.,Red,,Ohio provides four year entry-level professional development programming including two years of mentoring.,Green,,Ohio shows no evidence of meeting this standard.,Red,
Oklahoma,Red,Oklahoma shows no evidence of meeting this standard.,Red,,Oklahoma shows no evidence of meeting this standard.,Red,,Oklahoma provides an induction program but does not set a required amount of time.,Yellow,,Oklahoma shows no evidence of meeting this standard.,Red,
Oregon,Yellow,Oregon shows no evidence of meeting this standard.,Red,,Oregon partnered with Portland State University and COSA Leads to develop the Leading for Learning: Aspiring Leaders program with a goal of increasing and retaining a diverse pipeline of principal preparation candidates including people of color and other individuals from historically underrepresented groups. ,Green,,Oregon established the beginning teacher and administrator mentorship program that allows districts to participate in and receive grant funding for a mentorship program.,Yellow,,Oregon shows no evidence of meeting this standard.,Red,
Pennsylvania,Yellow,"Pennsylvania uses Title II, Part A funds to expand residency programs through the Innovative Teacher and Principal Residency Programs Grant.",Best,https://www.education.pa.gov/Teachers%20-%20Administrators/Teacher%20Quality/Pages/Innovative-Teacher-and-Principal-Residency-Programs-Grant.aspx,Pennsylvania shows no evidence of meeting this standard.,Red,,Pennsylvania provides a one year induction and mentoring program for new teachers.,Yellow,,Pennsylvania shows no evidence of meeting this standard.,Red,
Rhode Island,Yellow,"Rhode Island has a state regulation that requires a one-year practical residency (or its equivalent) and a minimum of 60 hours of field experience prior to or following the one-year practical residency, for teacher certification.",Green,,Rhode Island shows no evidence of meeting this standard.,Red,,Rhode Island provides an induction program but does not set a required amount of time. ,Yellow,,Rhode Island shows no evidence of meeting this standard.,Red,
South Carolina,Red,South Carolina shows no evidence of meeting this standard.,Red,,South Carolina shows no evidence of meeting this standard.,Red,,South Carolina provides a three year induction and mentoring program for new teachers.,Green,,South Carolina shows no evidence of meeting this standard.,Red,
South Dakota,Yellow,South Dakota mandates educator preparation programs in the state's public institutions require teachers to complete a full-year clinical residency.,Green,,South Dakota shows no evidence of meeting this standard.,Red,,South Dakota provides a two year induction and mentoring program for new teachers.,Green,,South Dakota shows no evidence of meeting this standard.,Red,
Tennessee,Green,"Tennessee has a state board policy that requires candidates complete one of the following four types of clinical practice requirements in order to complete an educator preparation program: 1) student teaching, 2) internship, 3) job-embedded, or 4) instructional leader internship. The internship clinical practice must be for one year, of which at least 100 days include direct teaching experiences. In addition, through a competitive grant process, the department of education awarded grant dollars through the New Teacher Residency Program to Vanderbilt University Peabody College to develop a two-part residency program.",Green,https://www.tn.gov/education/news/2017/11/1/tennessee-department-of-education-awards-grant-for-new-teacher-residency-program.html,Tennessee invested in the Diverse Leaders Network (within the Aspiring Administrators Academy) to support educators of color to acquire an administrator license and certification. There are currently 20 spots for 2021.  ,Green,,Tennessee requires districts and schools to include strategies for improving on weaknesses in their school improvement plans and lists developing teacher induction programs as a strategy a school or district may adopt. State regulation also establishes that  license applicants must be provided with a mentor teacher during their first year of teaching.,Yellow,,"Tennessee partnered with the Tennessee Educators of Color Alliance (TECA) and the Tennessee Education Research Alliance (TERA) on educator diversity research and was part of a tour presenting these findings to educators across the state. The main topic was Improving Educator Diversity Across Tennessee: How We Can Better Recruit, Retain, and Support Teachers of Color with TECA and TERA both presenting their individual research. Along with the statewide tour, Tennessee presented on the same topic at the annual LEAD conference attended by thousands of educators, supervisor, principals and superintendents every year. The state also worked to connect the HR Directors Association directly with TECA to support their efforts to increase the racial diversity of the workforce. The state has been able to work with the HR Directors Association to host a session at their upcoming annual conference led by TECA. Tennessee also includes guidance on creating culturally responsive school settings for school and district leaders through their Equity Playbook.",Yellow,https://www.tn.gov/content/dam/tn/education/reports/Tennessee-Leaders-for-Equity-Playbook.pdf
Texas,Yellow,Texas requires the commissioner of higher education to establish a Texas Teacher Residency Program at a public institution of higher education.,Yellow,http://www.txcee.org/teacher-residency-program/,Texas does not invest in opportunities for teachers of color to grow and develop in their abilities and qualification for leadership roles while in the classroom.,Red,,Texas does not require districts to provide mentoring and induction programming but the state allows districts to assign a mentor teach to each classroom teacher with less than two years of teaching experience.,Yellow,https://tea.texas.gov/texas-educators/educator-initiatives-and-performance/mentor-program-allotment,Texas provided an option for principals and principal supervisors to receive Positive School Culture training through the Education Service Centers in the state which included training on ensuring routines and procedures demonstrated cultural competence. ,Yellow,https://texasesf.org/framework/prioritized-lever-3/
Utah,Red,Utah shows no evidence of meeting this standard.,Red,,Utah shows no evidence of meeting this standard.,Red,,Utah provides and induction program but there is no set amount of time.,Yellow,,"Utah developed an ""Emphasizing Equitable and Culturally Responsive Practices Toolkit"" for school and district leaders to support their ability to lead and cultivate culturally responsive and equity-focused schools.",Yellow,https://www.schools.utah.gov/file/5e4672f6-14fd-4d61-bf23-18de128f4f9b
Vermont,Red,Vermont shows no evidence of meeting this standard.,Red,,Vermont shows no evidence of meeting this standard.,Red,,Vermont designates superintendents as responsible for developing mentoring programs in their schools,Red,,Vermont shows no evidence of meeting this standard.,Red,
Virginia,Yellow,Virginia appropriated funds in the FY 2019-20 budget for the Teacher Residency Program and appropriated funds for Teacher Residency Partnership Grants to support a site-specific residency model program.,Green,,Virginia shows no evidence of meeting this standard.,Red,,Virginia provides a one year induction and mentoring program for new teachers.,Yellow,,Virginia shows no evidence of meeting this standard.,Red,
Washington,Green,"Washington invests in the Alternative Route to Teaching Block Grant provides funding for preparation programs, districts, and candidate scholarships to support Alternative Route Programs engaging grow your own teacher strategies to address district needs. Alternative Routes also serves as an alternative program model that allows candidates to earn their teaching certification, as opposed to traditional teacher preparation programming.",Green,https://www.pesb.wa.gov/innovation-policy/equity-initiatives/,Washington developed a micro-credential program to develop culturally responsive practices and an equity lens to continue teachers' education. ,Green,,"Washington established the beginning educator support team program, which allocates funds on a competitive basis for mentoring programs, and encourages districts to apply for program funds.",Yellow,,Washington shows no evidence of meeting this standard.,Red,
West Virginia,Red,West Virginia shows no evidence of meeting this standard.,Red,,West Virginia shows no evidence of meeting this standard.,Red,,"West Virginia establishes guidelines for local implementation of teacher professional growth practices, including induction and mentoring practices.",Yellow,,West Virginia shows no evidence of meeting this standard.,Red,
Wisconsin,Red,Wisconsin shows no evidence of meeting this standard.,Red,,Wisconsin shows no evidence of meeting this standard.,Red,,Wisconsin provides an induction program for less than three years.,Yellow,,Wisconsin shows no evidence of meeting this standard.,Red,
Wyoming,Red,Wyoming shows no evidence of meeting this standard.,Red,,Wyoming shows no evidence of meeting this standard.,Red,,Wyoming shows no evidence of meeting this standard.,Red,,Wyoming shows no evidence of meeting this standard.,Red,
red,,"The state should invest in high-retention pathways to teaching, including residency models and alternative certification programs that traditionally support and develop teachers of color. For an example, see Pennsylvania’s use of Title II, Part A funds to expand residency programs through the Innovative Teacher and Principal Residency Programs Grant.",Red,https://www.education.pa.gov/Teachers%20-%20Administrators/Teacher%20Quality/Pages/Innovative-Teacher-and-Principal-Residency-Programs-Grant.aspx,"The state does not provide professional learning opportunities for teachers of color to grow their leadership abilities nor does it invest in pathways to leadership opportunities for teachers of color. For an example, see Massachusetts’ investment in diversifying the superintendent pipeline.",Red,http://www.doe.mass.edu/teach/diversity.html,"The state should invest in an induction and mentoring program that provides at least two years of support for new teachers. For an example, see Delaware’s four-year induction an mentoring program for new teachers. ",Red,https://www.doe.k12.de.us/domain/184,,Red,
yellow,,"However, the state should invest in high-retention pathways to teaching, including residency models and alternative certification programs that traditionally support and develop teachers of color. For an example, see Pennsylvania’s use of Title II, Part A funds to expand residency programs through the Innovative Teacher and Principal Residency Programs Grant.",Yellow,https://www.education.pa.gov/Teachers%20-%20Administrators/Teacher%20Quality/Pages/Innovative-Teacher-and-Principal-Residency-Programs-Grant.aspx,"However, the state does not provide professional learning opportunities for teachers of color to grow their leadership abilities nor does it invest in pathways to leadership opportunities for teachers of color. For an example, see Massachusetts’ investment in diversifying the superintendent pipeline.",Yellow,http://www.doe.mass.edu/teach/diversity.html,"However, the state should invest in an induction and mentoring program that provides at least two years of support for new teachers. For an example, see Delaware’s four-year induction an mentoring program for new teachers. ",Yellow,https://www.doe.k12.de.us/domain/184,,Yellow,
green,,"Therefore, the state earned a green in this category. For another example of a state that earned a green, see Pennsylvania’s use of Title II, Part A funds to expand residency programs through the Innovative Teacher and Principal Residency Programs Grant.",Green,https://www.education.pa.gov/Teachers%20-%20Administrators/Teacher%20Quality/Pages/Innovative-Teacher-and-Principal-Residency-Programs-Grant.aspx,"Therefore, the state earned a green in this category. For another example of a state that earned a green, see Massachusetts’ investment in diversifying the superintendent pipeline.",Green,http://www.doe.mass.edu/teach/diversity.html,"Therefore, the state earned a green in this category. For another example of a state that earned a green, see Delaware’s four-year induction an mentoring program for new teachers. ",Green,https://www.doe.k12.de.us/domain/184,,Green,
best,,The state earned a green and is rated as a best practice in this category.,Best,,The state earned a green and is rated as a best practice in this category.,Best,,The state earned a green and is rated as a best practice in this category.,Best,,The state earned a green and is rated as a best practice in this category.,Best,
Methodology,,Green: State investment in residency programming including financial investment in programs at the preparation level; investment in alt cert programming to recruit and support teachers of color; Yellow: Flexible licensure requirements that provide the opportunity for alternative certification programs to recruit and prepare candidates of color or candidates from non-traditional pathways); guidance for running residency programs; and/or public support for residency programs locally; Red: No investment or policy support for residency programming or alternative certification programming.,,,Green: PD opportunities for teachers of color to grow leadership abilities and investing in pathways to leadership opportunities for teachers of color; Yellow: Teacher leadership opportunities and/or opportunities to develop leadership qualities for all teachers but none that target or prioritize teachers of color; Red: no targeted leadership development opportunities,,,Green: Investment in induction programs that are at least two years and provide mentor support; Yellow: Investment in induction programs that are less than two years with less than two years of mentoring; Red: No induction programming or requirement for districts to provide induction programming for new teachers,,,Green: State-led professional learning sessions for district and school leaders; Yellow: Guidance on ways to ensure cultural competence for district and school leaders; Red: no evidence of programming or support in this space,,