Abstract
Teacher residencies have been an ongoing discussion in the educator preparation world for nearly a decade. This paper describes a promising practice in program design at a university that offers alternative pathways to licensure to meet the demands of school districts, especially in economically disadvantaged communities in one region of the United States. The one-year residency model was developed to address the teacher shortage in a state with growing teacher attrition. Aligned with recent legislation that created a residency license, a traditional educator preparation program examined its strengths and incorporated the most critical needs for novice teacher success to offer a one-year teacher residency as an alternative pathway. The residency model was co-constructed with school district personnel and teacher education faculty to focus on the most critical dimensions of teaching that include planning, instruction, and assessment. After one year, the feedback from school district personnel included high favor for readiness to teach. Residency candidates reported increased self-efficacy. The residency program has implications for future research and potential replication at other institutions of higher education.
Highlights
1.1 Teacher Turnover DilemmaUnlike most other professions, teacher turnover rates in the United States are more prevalent in education, especially among those who teach in schools with the highest needs (Ingersoll & Merrill, 2010; Sutcher et al, 2016)
This paper describes a promising practice in program design at a university that offers alternative pathways to licensure to meet the demands of school districts, especially in economically disadvantaged communities in one region of the United States
Teacher longevity continues to be problematic in critical content areas and hard-to-staff school communities with ongoing teacher turnover, and traditional teacher preparation programs struggle to supply the demand for teachers, especially in challenging environments that include rural and urban settings (Barth et al, 2016; Sutcher et al, 2016)
Summary
Teacher turnover rates in the United States are more prevalent in education, especially among those who teach in schools with the highest needs (Ingersoll & Merrill, 2010; Sutcher et al, 2016). It is a common national trend that the teaching force has a significantly large number of teachers with five years of experience or less (Barth, et al, 2016). Non-traditional routes to licensure have become more prevalent and popular in the state. As of 2018, only 25 states allowed for flexibility in hiring non-traditional teacher candidates, accounting for only 50% of the country (Whitford et al, 2018)
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