KANSAS CITY TEACHER RESIDENCY INC

Quality teaching. Better learning.

Kansas City, MO   |  www.kcteach.org

Mission

The Kansas City Teacher Residency will recruit, prepare, develop, place, and retain mission-oriented individuals who want to make a deep commitment to working in high need urban schools in the Kansas City area. The Kansas City Teacher Residency strives to develop passionate individuals who want to join the teaching profession into effective, compassionate teachers who work hard every day to ensure kids receive the education they deserve. We do this through a residency model, which allows residents to develop and hone their teaching skills in a master-teachers classroom for an entire year, while also earning their certification, and through weekly instructional coach visits, seminar classes and content courses.

Ruling year info

2016

Executive Director

Mr. Charles King

Main address

415 Delaware St. Suite 2W

Kansas City, MO 64105 USA

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EIN

47-5135488

NTEE code info

Elementary, Secondary Ed (B20)

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

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Programs and results

What we aim to solve

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Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Urban Teacher Residency and Development Program

The Kansas City Teacher Residency (KCTR) is committed to increasing the number of classrooms that have highly effective and quality teachers that are present in urban schools across the Kansas City, Missouri metropolitan area. KCTR works towards this vision for our city by recruiting, preparing, developing, placing, and retaining mission-oriented individuals to teach in classrooms.


Founded in 2015, KCTR has been able to transform the local teacher preparation landscape. In collaboration with the National Center for Teacher Residencies, KCTR has developed a true urban teacher residency program that is modeled after other teacher residency models from across the country. Our 4-year urban teacher preparation program begins with a rigorous Residency Year followed by a 3-year Resident Graduate program that takes pre-service teachers from novice to mastery in the teaching craft through our program. In addition, KCTR believes that it is important to be a program that is designed to reflect the diversity of the Kansas City community through the representation of people of color and males that complete our teacher preparation program.


By 2020, KCTR has a goal to graduate and at least 160 new teachers from the Residency Year into full time teaching positions in schools across the metro, with at least 50% of the graduates being a person of color and 30% identifying as male. The 2018-2019 academic year is KCTR’s third programmatic year, and has sixty-one Graduates who are serving as full time teachers of record and fourty-eight Residents who are in their Residency Year and will enter classrooms in the fall of 2019. Less than 30% of those who apply to the program are selected into the Residency program. We believe that the key to increasing the number of quality classrooms across the city is to implement a Program Continuum model that effectively prepares pre-service teachers to be ready on day one to teach in urban classrooms, and then continue to grow and develop early educators in the first three years as teachers of record. Teacher efficacy and growth happens along a continuum.


The Kansas City Teacher Residency has been able to expand on the work of other Residency programs from across the country to develop a program that best meets the needs of the Kansas City community. Residents enter the continuum by engaging in a five-week institute that aims to prepare the Resident to enter urban schools with a foundational understanding of the context, structurally, nationally, and locally, that has led to inequities in education today. In addition, Residents will receive early learning on instructional planning, and classroom engagement and management. Following the summer institute Residents will spend a full academic year in residence with a KCTR partner school where the Resident will be paired with a mentor teacher and classroom where they will learn best practices, and be able to apply learning in a structured, gradually paced environment to ensure they are proficient by the end of the year. To support the growth of the Resident and effectiveness of the mentor teacher while in residence, KCTR will provide each Resident with a coach who will coach weekly.


To ensure that Residents are being effective in the classroom they engage in instructional gateways throughout the year to accurately assess their effectiveness. Moreover, the Residents will engage in an accelerated certification and master’s program where they will participate in more than 150 hours of coursework that is designed to prepare Residents to be an effective teacher in urban schools. The coursework that KCTR has developed focuses on the strong pedagogy and content knowledge that is applicable to the context of today’s school and students. Residents who successfully complete the Residency Year and requirements for certification in the State of Missouri will be inducted as Resident Graduates.


The Resident Graduate program is designed to develop early educators so that they can be highly effective and innovative in their classrooms. As Graduates they will continue to receive coaching and support from KCTR while they are teachers of record. The coaching and support is scaffolded and focused on the impact that the teacher has on increasing student learning and mastery in their classroom. While some Graduates will receive continuous coaching as early educators at their teaching site, this is unfortunately not the norm across Kansas City. In the early teaching years it is imperative that targeted coaching and development is provided so that teachers can accelerate their own growth and efficacy. To support the growth and development of the Resident Graduate KCTR has also designed a robust Graduate professional development model that builds upon the critical habits knowledge and skills taught during the Residency Year. Each quarter Graduates will come together to deepen their skills and collaborate across the KCTR graduate network to build upon best practices that ensure students are successful in KCTR graduate classrooms. To further support the development of the early educator, KCTR has partnered with Park University where Graduates will complete their master’s degree in their first teaching year. Coupled together these experiences help to increase teacher effectiveness and mastery of the art.

Population(s) Served

Where we work

Financials

KANSAS CITY TEACHER RESIDENCY INC
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Operations

The people, governance practices, and partners that make the organization tick.

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KANSAS CITY TEACHER RESIDENCY INC

Board of directors
as of 12/11/2018
SOURCE: Self-reported by organization
Board chair

Katie Boody

The Lean Lab

Term: 2015 - 2019

Timothy Holman

Holman Consulting Group

Julie Holland

Kansas City, Missouri Mayor Sly James' Office

Beth Allen

Sherman Family Foundation

Michael Roane

Retired

Donna Wilson-Peters

Husch Blackwell

Awais Sufi

SchoolSmart KC

Nancy McCullough

e2E

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and education
    Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Yes
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? Yes
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? Yes