Abstract
ABSTRACT Across the nation, schools and districts are looking for effective and sustainable teacher recruitment and retention strategies. This study examines a teacher residency program throughout four high-needs districts of a year-long teacher residency program. Using three types of data, we collate residents’ responses and present individual case studies regarding their motivations for joining the residency program and the philosophy and attributes they bring with them into the profession. Findings illuminate the types of individuals who choose to enter the profession through this alternative pathway and their motivation for entering the career field.
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