Teacher Residency 2.0

2020 ◽  
pp. 206-223
Author(s):  
Lucinda M. Juárez ◽  
Lisa Santillán ◽  
Jennifer Gilardi Swoyer
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
South Texas ◽  
Teacher Preparation Program ◽  
Professional Relationships ◽  
Master Teachers ◽  
Quality Teachers ◽  
Teacher Residency ◽  
Hispanic Serving ◽  
The University

A Hispanic serving university in South Texas is implementing a teacher preparation program called the Teacher Residency 2.0 Model. This residency model strives to develop culturally efficacious instructors by providing new teachers with a more intensely supported experience through a network that includes a cohort of teacher candidates, assistant professors in practice, mentor/master teachers, and an online platform. Through this combined network, teacher candidates are more adequately prepared and supported to teach on day one, through developed expertise in culturally efficacious instruction, established professional relationships, and have access to resources for enduring success in the field. The purpose of this chapter is to describe the implementation of the Teacher Residency 2.0 Model to develop culturally efficacious, high quality teachers by carefully crafting coursework and experiences. The program described here are year-long experiences that include a collaborative workspace at the university and the school districts.

scholarly journals Implementing Action Research in a Teacher Preparation Program: Opportunities and Limitations

2021 ◽  
Vol 21 (2) ◽  
pp. 47-71
Author(s):  
Glenda L. Black
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Action Research ◽  
Professional Learning ◽  
Teacher Candidates ◽  
Teacher Education Program ◽  
Lessons Learned ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Problem Solving Skills

Action research has the potential to reconstruct schools into professional learning communities that are able to identify educational issues and develop appropriate solutions for 21st century learning. Increasingly, teacher education programs are providing action research experiences to encourage analytical thinking and problem-solving skills (Darling-Hammond, 2009, 2012). The purpose of this study was to critically examine the experiences of the teacher educator and teacher candidates involved in the implementation of an action research component over four years in a revised consecutive initial teacher preparation program. A case study design using action research methodology was used in the research, which provided the tools to explore a complex phenomenon within its context: the implementation of an action research assignment in a core course in a teacher preparation program. The perceptions of the faculty teaching the course and the teacher candidates (n=544) in each of the four years provided insight into challenges, benefits, and lessons learned.  The discussion centers on the implementation of action research in a compulsory course in a teacher education program; identifying opportunities and limitations settled into four main categories: structural incongruence, reflection, growth, and recommendations.

scholarly journals ENHANCING THE ROLE OF FIELD EXPERIENCE SUPERVISORS: TOWARD MULTICULTURAL EQUITY IN A TEACHER PREPARATION PROGRAM

2021 ◽  
pp. 24-36
Author(s):  
Lisa VASQUEZ
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Field Experience ◽  
Historical Context ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Multicultural Society ◽  
Preparation Programs ◽  
Program Leaders

The current state of education embodies increasing public demands and policy mandates for teacher accountability in all classrooms, pre-kindergarten through Grade 12. Leaders expect increased academic performance to meet grade-level curriculum standards within a multicultural society. Teacher preparation programs are tasked to create and manage field experiences that guide practice within diverse learning communities. Teacher candidates interact with the cultural, social, and historical context of schools, of professional colleagues, and of the pupils they teach. In addition, teacher candidates should be prepared to develop practices that are intentional, personalized, differentiated, and purposeful for the pupils within their classrooms. This paper offers a case study of one university’s re-design of field experience supervision in its teacher preparation programs. The curriculum designers sought to ensure support for teacher candidates based on each student’s individual needs, while fostering systemic change responsive to ideas of race, gender, and other areas of intersectionality in a multicultural society. The field supervisor was the key to connect the practical, field-based experiences with the vision and mission of the university. Thus, program leaders identified the need to invest in the professional development of field supervisors in a way that brought the vision and mission to life—from words to action. The resulting framework included a multi-faceted approach of coaching / mentoring, professional development, and reflective discourse with colleagues.

Breaking Down Barriers and Building Bridges: Transformative Practices in Community- and School-Based Urban Teacher Preparation

2018 ◽  
Vol 69 (2) ◽  
pp. 118-126 ◽  
Author(s):  
Robert E. Lee
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Quality Teachers ◽  
Community Based ◽  
Teacher Persistence ◽  
Pedagogical Training ◽  
School Based ◽  
Urban Teacher Preparation ◽  
Urban Teacher ◽  
Urban Classrooms

Attracting and retaining high-quality teachers is especially challenging in urban districts. It is in these communities where teacher candidates must begin their preparation. This article provides a conceptual framework and programmatic examples used to develop a community-based urban teacher preparation model within a third hybrid space where community scholars, school practitioners, and university faculty come together to create a “pipeline” of community-minded teachers committed to teaching in their communities. Bridging the gap between content-based preparation at universities and culturally situated pedagogical training within the very urban classrooms where teachers are likely to be hired results in teachers with higher levels of self-efficacy, agency, and confidence. In turn, this positively affects teacher persistence, resilience, and higher rates of retention over time.

Learning to Teach

2018 ◽  
pp. 587-612
Author(s):  
Gabrièle Abowd Damico ◽  
Lawrence J. Ruich ◽  
John M. Andrésen ◽  
Gretchen Butera
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Field Experience ◽  
Teacher Candidate ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
University Supervisor ◽  
Evaluative Feedback ◽  
Triadic Relationship

This chapter describes an approach to field experience that provides the opportunity for a long-term relationship between a teacher candidate and their supervising teacher in a teacher preparation program called Community of Teachers (CoT). CoT emphasizes the importance of this relationship in several ways. The program empowers teacher candidates and their mentors to choose one another. In addition, the length of the field experience provides an opportunity for teacher candidates to more deeply engage in the process of becoming a teacher within the context of a classroom and a school that they come to know well. A triadic relationship between the teacher candidate, supervising teacher, and university supervisor provides the opportunity for support as well as evaluative feedback for the teacher candidate. Benefits also accrue to the supervising teacher.

Developing a Teacher Training Technology Workshop Series

2013 ◽  
pp. 377-394
Author(s):  
Paul Joseph Stengel
Keyword(s):  
New Media ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Research University ◽  
Educational Technologist ◽  
Quality Teachers ◽  
Instructional Design Process ◽  
Technology Platforms ◽  
Teacher Residency ◽  
The University

During the summer of 2010, a graduate school of education (GSE) at a leading research university launched a 14-month teacher residency program (TRP) aimed at producing high quality teachers for urban schools that need them the most. Guided by a framework of inclusive education (Hamre & Oyler, 2004), residents were scheduled to complete various components of teachers education, including a technology component designed to familiarize residents in the use of new media web technologies to purposefully enhance teaching and learning. The educational technologist (ET) charged with the development of the workshops for this program decided to focus on helping residents think about meaningful methods to teach for understanding with technology. The framework supplies a flexible set of guidelines that help developing teachers see how technology may provide “significant educational leverage” (Wiske et al., 2005). Although this approach has been successful for building a framework for the workshops, a series of challenges have developed that must be addressed before proceeding to the training of the next cohort. These challenges include providing time for residents to practice new skills taught during the workshop sessions, solving the varied access to up-to-date technologies in under-resourced urban school classroom placements, identifying and harnessing technology platforms that are ubiquitous, inexpensive, and accessible to stakeholders inside and outside the university system, and maintaining workshop sessions that are relevant to the theory taught in various tracks of the TRP. This case study outlines the instructional design process the ET used to approach the development of the workshops for the technology component of the TRP.

scholarly journals Teacher Candidates Perceptions of a Course Assignment Designed to Support a Teacher Performance Assessment

2018 ◽  
Vol 8 (2) ◽  
pp. 58 ◽  
Author(s):  
Carmen Sherry Brown
Keyword(s):  
Teacher Preparation ◽  
Performance Assessment ◽  
Teacher Candidates ◽  
Classroom Teacher ◽  
Teacher Performance ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Teacher Performance Assessment ◽  
Knowledge And Skills

To guide and support teacher candidates in developing the knowledge and skills they need in the classroom, teacher preparation programs must prepare students in acquiring the experience and expertise needed to demonstrate mastery of general knowledge in the specific subject or content area. In addition, teacher preparation programs must support candidates in maintaining knowledge of professional preparation and education competence that will guide student development. Therefore, faculty in teacher preparation programs are critical in supporting pre-service teachers in acquiring and developing the knowledge and skills in order to be effective and efficient in the classroom and to meet licensure requirements. To support the alignment of early childhood coursework in a teacher preparation program with a Teacher Performance Assessment (edTPA), the purpose of this study was to determine the efficacy of a redesigned course assignment that was intended to support the edTPA. The findings indicated that there are opportunities for candidates to develop their practice through course assignments that are aligned with the language and expectations of the edTPA.

scholarly journals Transition to Teaching

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
R. Lance Potter ◽  
A. Suzie Henning ◽  
Tara L. Haskins
Keyword(s):  
Teacher Preparation ◽  
Teacher Candidates ◽  
Lessons Learned ◽  
Teacher Preparation Program ◽  
First Year ◽  
Teaching Program ◽  
Application Process ◽  
Teacher Shortages ◽  
Students First ◽  
Competency Based

This article describes lessons learned from the first-year implementation of a Grow Your Own teacher preparation alternative route program, Transition to Teaching. Implemented in a rural area in Washington State facing significant teacher shortages, the Transition to Teaching program reaches potential teachers who may not have access to a four-year college and a high-quality, competency-based teacher preparation program. The Transition to Teaching program fulfills the priority assigned by the state to recruiting and retaining teachers from underrepresented groups. Beginning with describing the design of the program and the application process, we discuss students’ first-year experiences, lessons learned, and solutions developed. Content, strategies, access, and efficiencies are highlighted and advice for new programs is provided. In the end, we prove programs comparable to Transition to Teaching require clear collaboration and coordination as well as oversight to ensure teacher candidates are successful.

scholarly journals Supporting Practitioner Inquiry in Teacher Education: Opportunities and Challenges in ESOL Contexts

2021 ◽  
Vol 31 (1) ◽  
Author(s):  
Lindsey Chapman ◽  
Chelsea Morris ◽  
Katy Green
Keyword(s):  
Professional Development ◽  
Teacher Education ◽  
Teacher Preparation ◽  
Teacher Candidates ◽  
Vital Role ◽  
Teacher Preparation Program ◽  
Practitioner Inquiry ◽  
Pedagogical Practice ◽  
Multilingual Students ◽  
Speakers Of Other Languages

Formal preparation and professional development with an explicit focus on the teaching of English to Speakers of Other Languages (ESOL) is essential. Thus, teacher preparation programs play a vital role in meeting this pressing need. Practitioner inquiry has the potential to be a powerful anchor in clinical field experiences for teacher candidates working with emergent bilingual/multilingual students (EB). The purpose of this paper is to present practitioner inquiry as a promising pedagogical practice for teacher education, drawing from examples of implementation in an elementary, preservice teacher preparation program that leads to state credentialing in ESOL. Opportunities and challenges related to the use of this practice with teacher candidates, as well as recommendations, are discussed. Keywordspractitioner inquiry, professional development, teacher education, English to Speakers of Other Languages (ESOL), bilingual/multilingual students

Preparing Teacher Candidates for Trauma-Informed Practices

2020 ◽  
pp. 004208592097408
Author(s):  
Emily C. Brown ◽  
Agata Freedle ◽  
Nicole L. Hurless ◽  
Rebecca D. Miller ◽  
Claire Martin ◽  
...  
Keyword(s):  
Teacher Preparation ◽  
Educational Outcomes ◽  
Teacher Candidates ◽  
Teacher Educators ◽  
Teacher Preparation Program ◽  
Future Research ◽  
Knowledge And Skills ◽  
Urban Teacher Preparation ◽  
Trauma Informed ◽  
Urban Teacher

Children who experience trauma may experience negative health and educational outcomes. Teachers are critical stakeholders in trauma-informed schools and are tasked with recognizing and responding to the needs of students who experience trauma. However, teachers face barriers to implementing trauma-informed practices, including high levels of stress and lack of preparation. This article describes training embedded in an urban teacher preparation program aimed at increasing the trauma knowledge and skills confidence of teacher candidates. Findings suggest the training helped teacher candidates increase knowledge and skills and met stated needs. Recommendations for future research and implications for teachers and teacher educators are discussed.

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