Case 1: A Responsive Residency Model: Collaborative Inquiry to Inform Program Development

The Association of Teacher Educators’ (ATE) Standards for Teacher Education, Standard 5: Program Development outlines that teacher educators should develop and maintain rigorous and relevant preparation programs grounded in theory, research, and best practice (ATE, 2008). Recent recommendations have advised that teacher preparation programs should be conceptualized and designed with embedded clinical experiences alongside school-and community-based partners at their core (American Association of Colleges for Teacher Education [AACTE], 2018). Furthermore, programs steeped in clinical practice partnerships that regularly engage in reflective programmatic assessments are better situated to support program effectiveness, growth, and development (AACTE, 2018; National Council for Accreditation of Teacher Education [NCATE], 2010).