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    Partnership Outcomes Build Interest in Residencies, Support Programs

    Four new videos are available this week in AACTE’s Research-to-Practice Spotlight Series highlighting the urban residencies of the State University of New York (SUNY) Oswego School of Education. In the latest videos, educators discuss why demand for Oswego residents is growing, how the clinical partnerships are boosting teacher recruitment, and myriad outreach efforts supporting diversity and inclusion–including the AACTE Holmes Program.


    The growing clinical partnerships and residency programs of the SUNY Oswego School of Education are generating a compelling track record that places both student teachers and graduates in high demand among local districts. The programs are also boosting recruitment and support of more culturally and linguistically diverse educators, thanks to a variety of efforts on campus and beyond.

    Pat Russo, director of SUNY Oswego’s Center for Urban Schools, says the current partnership with the Syracuse City Schools builds on, but goes far beyond, the relationship they’ve established over several decades. Now that word is getting out about the coteaching residency model, she says, principals from all over the area are inquiring about how they can get Oswego teacher candidates in their schools.

    Although the conversion rate of teacher residents to new hires varies by field, Syracuse City School District Human Resources chief Christopher Miller says the clinical partnership is also becoming a significant asset for recruiting quality educators.

    “When it comes to hiring, you know, there’s nothing more valuable than having that long-term exposure to candidates,” agrees Scott Persampieri, the district’s recruitment director.

    Russo notes that the residents themselves are excellent recruiters to entice more urban students into the teaching profession–or even to attend college at all.

    Walter Roettger, acting provost and vice president for student affairs, says SUNY Oswego President Deborah Stanley has been a vocal champion for building a “diverse, rich teaching and learning community that really embraces all members of the community of Upstate New York.”

    This commitment to serving all learners plays out in recruitment outreach and myriad other ways. Curriculum and Instruction Chair Marcia Burrell cites numerous programs available to support teacher candidates but emphasizes that personal mentoring and culturally responsive teaching are also essential. “The fact is we have all of these programs that try to pull people in to become teachers, and those programs are absolutely necessary, but we also have to think about how to convince our faculty that it’s just not the programs; you have to change the way that you approach students of color in your classroom,” she says.

    When students aren’t sure whether a program is really for them, Oswego faculty are ready to guide them. TESOL teacher candidate Tuyet Nyugen credits Russo with walking her through the steps to accomplish her goal: “I just want to be an ESOL teacher because I am an English language learner myself,” she says.

    The university recently added a new initiative to support diverse students: the AACTE Holmes Master’s Program, which provides mentorship and other supports to education students from underrepresented backgrounds. Holmes Coordinator Tiphanie Gonzalez–herself a Holmes Scholar alumna–explains the value of not only receiving personal academic support but also being part of a national network.

    Gonzalez says it’s especially energizing when Holmes students from around the country meet up at conferences, where it’s clear “that there is just this huge network of people, even if I don’t know them directly,” there are rich opportunities to connect with people who are eager to motivate you to keep going with your research.

    Her Holmes Master’s students say they already feel the benefits of this affiliation. Daisy Yanfang Wang says she feels empowered by the program to bring her perspectives as an international student. Another Holmes Master’s student, Ishara Harris, appreciates the broad support from around the country. “Being able to connect and learn about different people’s occupations and what they do also gives us more ideas–just all the possibilities and opportunities we can have,” she says.

    Click on the video thumbnails above to view this week’s set of interviews. They can also be found on the AACTE Video Wall along with previous weeks’ videos, which you can read about in these articles:

    Stay tuned for the next set of videos in our Research-to-Practice Spotlight series!

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    Kristin McCabe

    Editor, AACTE

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