Posts Tagged ‘residencies’
This article and photo originally appeared in UNH Today and are reprinted with permission.
When Kayla Croteau earned her master’s in secondary education from UNH in 2015, she never imagined that she was only three short years away from another teacher education experience — this time as a teaching mentor for the University of New Hampshire’s Teacher Residency for Rural Education (UNH-TRRE) program.
UNH-TRRE, designed to prepare elementary and secondary math and science teachers to work in rural, high-need New Hampshire schools, is working with its second cohort of future teachers. These UNH students, known as teaching residents, live, learn, teach and volunteer in rural New Hampshire communities over the course of the 15-month master’s program.
Croteau serves as a UNH-TRRE teaching mentor to Alexzandria Steiner, a native of St. Johnsbury, Vermont, and current teaching resident in the TRRE program. Steiner, who is seeking secondary certification in life sciences, works with Croteau at Groveton High School, one of the UNH-TRRE partnership schools in Coӧs County.
Teaching residents, embedded in the areas in which they will teach, make connections with local families and begin to identify assets and resources each rural community has to offer.
This article originally appeared on oswego.edu and is reprinted with permission from the SUNY Oswego Office of Communications & Marketing.
The SUNY Oswego School of Education has joined three other educator-preparation schools in Bank Street College’s Prepared to Teach-New York Learning Network, an initiative designed to develop sustainable funding pathways for residency programs that embed teacher candidates in schools and communities for two full semesters.
Prepared to Teach-NY, recipient of a $500,000 grant from Carnegie Corporation of New York, cites evidence to support a sea change in what represents "student teaching" in the state. The new model takes a page from residencies in medical professions for deeper, richer, authentic experiences linking school placements to concurrent education coursework.
AACTE is a national partner for the University of Florida’s Collaboration for Effective Educator Development, Accountability, and Reform (CEEDAR) Center, which helps states and institutions of higher education to develop the ability of every teacher to prepare students with disabilities for college and careers. As a federally funded multi-million dollar project, CEEDAR works with AACTE and others to promote the preparation of all educators to have the mindset and skillset for effectively instructing students with disabilities along with all other students in the mainstream classroom.
“This initiative is about ensuring that all educators have the skills to work effectively with students with disabilities,” said AACTE Consultant Jane West, who leads the Association’s work with CEEDAR. “Special education has too often been considered a place and not a service. We are highlighting and promoting preparation for both general and special educators so they can provide effective instruction to students with disabilities in inclusive ways with an eye toward raising expectations and undermining the stigmatizing of students with disabilities.”
This article originally appeared online at news.vcu.edu and is reposted with permission.
The U.S. Department of Education has awarded a $4.97 million grant to expand Richmond Teacher Residency, help provisionally licensed science, technology, engineering and math teachers move toward full licensure, and provide math and science training to hundreds of local elementary and special education teachers.
Richmond Teacher Residency, a program in the Virginia Commonwealth University School of Education, is an intensive, school-based teacher preparation program that integrates a research-supported approach for effective teaching with real-world classroom experience. Residents teach in local schools under the mentorship of a veteran teacher, while also earning a graduate degree in either education or teaching from VCU.
Four final videos are now available in the AACTE Research-to-Practice Spotlight Series focused on the district and community partnerships of the College of Education at California State University, Long Beach. (View these and others in the series on AACTE’s Video Wall.)
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 these final videos of the series, educators discuss the significance of getting to know students well and how the yearlong clinical experience helps TESOL candidates prepare for edTPA–and beyond.
Participants in the clinical partnerships of the SUNY Oswego School of Education say one of the significant benefits of a yearlong residency is that teachers get to know their students well and engage deeply in their community.
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.
Five 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 the professional growth they experience through their partnership work, the primary challenges they’ve faced, and advice they’d offer others looking to transition to a clinical residency.
Teachers of English as a new language (ENL) at Grant Middle School in Syracuse, New York, say they are fortunate to host preservice teachers from the SUNY Oswego TESOL program, who spend their full senior year working with them and other city schools in a coteaching residency.
This article is the last in a series of three showcasing the transformation of preservice field experiences at Louisiana Tech University. Read the first article here and the second here. The views expressed in this post do not necessarily reflect the views of AACTE.
In a traditional student teaching experience, the school and mentor agree to host a teacher candidate in the classroom for 10-15 weeks, which can be viewed as a short-term accommodation that is not integral to the school community. In a full-year clinical residency, however, the importance of the mentor-resident placement is essential to the success of the school year for all involved. Therefore, the TEAM (Teacher Educators and Mentors) Model Clinical Residency Center at Louisiana Tech University has made the design of a quality placement procedure a priority.
In the TEAM Model timeline, residents and mentors apply in April/May to participate in the full-year clinical residency. Upon university, school, and district approval of the participants, an electronic clinical styles inventory is distributed to all participants in late May/June, and all placements are finalized in July. On the online inventory, mentors and residents rate their own traits around personality, planning, teaching, professionalism, and other areas in order to better identify their clinical style.
This article is the first in a series of three showcasing the transformation of preservice field experiences at Louisiana Tech University. The views expressed in this post do not necessarily reflect the views of AACTE.
With a vision of quality, rich field experiences connected to theory and practice for many years, Louisiana Tech University was well positioned to chart a path in the early years of Louisiana’s Believe and Prepare initiative to transform traditional student teaching to a full-year clinical residency. Already, the redesigned model is having a positive impact on teacher preparation and engagement, not only in our programs but throughout the state.