Table A2 District specific details for a... | Emerald Publishing

Table A2

District specific details for a teacher residency program

Position/Role	Funding	Key duties within the education program	Goals as a part of the residency program	Additional notes
Teacher residency coordinator	University	▪ With department chair and student teaching coordinator, coordinates all courses being taught to ensure consistency across districts, especially the methods course; may or may not teach a course; frequently checks in with instructors/visits sites ▪ Amplify communication between supervisors, college faculty, mentor teachers, building leaders and candidates ▪ Coordinate documentation of placements/mentors with the Clinical Practices and Partnerships Office (CPPO) ▪ Make weekly visits to the schools where residents are placed; spend approximately six hours each week visiting schools to share information about residencies and collect information about how the mentors and residents are experiencing the residency program ▪ Assist in the selection of mentor teachers for future residents ▪ Per the department and college policies maintain records of the resident’s progress; approves prerequisite course requirements and answers program questions. ▪ Establish and facilitate TR team meetings regularly (at least three times each semester)	Articulate and support the goals and procedures of the teacher preparation residency model
District-level administrator	District	▪ Regularly meet with teacher residency coordinator ▪ Provide district support to residents including offering participation in Professional ▪ Development and access to technology IDs. introduction to district culture and expectations ▪ Meet with residency team as needed	Ensure alignment of perspectives between district and university
District-level contact	District ▪ CoSer	▪ Provide support for mentor teachers ▪ Facilitate building-level collaboration between administrators, mentors and residents ▪ Communicate with the teacher residency coordinator to ensure program success, problem solve and recursively develop future policies and program development ▪ Collaboratively plan PD with the residency coordinator ▪ Meet with other building-level contacts within the district to ensure program fidelity ▪ Meet with residency team as needed ▪ One meeting a week	Annotate and communicate challenges and successes within the TRP Communicate with district-level administrator and teacher residency coordinator to support recursive development of TRP
Mentor teacher	University (Student teaching mentor stipend) District Residency Mentor Stipend ▪ Coser	▪ Work as a team with the candidate to increase student learning ▪ Guide residents in assessing student learning, planning for instruction and teaching daily ▪ Participate in PD with the university ▪ Share knowledge, skills and dispositions that contribute to effective teaching ▪ Show your resident around the school (introductions to principal, nurse, secretary, counselors, custodian, etc.) ▪ Outline key school policies (COVID-19 policies, technology access, bathrooms, hallways, school routines and ID badges) ▪ Provide residents with a teacher workspace and place for their belongings ▪ Provide feedback and opportunities for growth for the resident ▪ Incorporate a residency-defined co-teaching model for instruction ▪ Set a routine for frequent feedback and communication ▪ Communicate questions, celebrations and concerns with university faculty ▪ Keep track of professional growth as a result of the residency ▪ Meet with residency team as needed	Daily, formative guidance focused on P-12 student learning	Building principal identifies effective, tenured, willing teachers to serve as mentor teachers; welcomes residents as part of the instructional team in the building; supports residency program and related professional learning
Teacher resident	District ▪ CoSer	▪ Follow district protocols for attendance and teacher hours ▪ Take initiative and become an active teacher in the classroom and throughout the building ▪ Demonstrate respect and responsiveness toward all people that you interact with ▪ Ask about and follow building logistics: parking, teacher hours, school routines, after-school experiences, COVID-19 regulations, etc.… ▪ Behave professionally (in dress, speech, conduct, online communication and writing) ▪ Demonstrate receptivity to feedback and incorporate feedback into future instruction ▪ Submit lesson plans to teachers 48 hours before teaching ▪ Provide mentors with information at least a week in advance about course assignments that require classroom time (e.g. lessons and assessments)	Successfully complete teacher preparation program to become a highly effective teacher
Student teaching supervisors	University	▪ Make 3–4 official visits per student teaching quarter to talk with, observe and assess resident teaching skills, knowledge and dispositions related to student teaching ▪ Provide support and guidance for mentor teachers and candidates and answer questions related to student teaching expectations ▪ Assess resident performance in the culminating course of the program (student teaching). Determine a satisfactory or unsatisfactory grade for student teaching, in accordance with established policy ▪ Assist in the selection of mentor teachers for future candidates ▪ Follow college policies for field placement supervision	“Summative assessment” Share expectations with residents, building leaders, mentor teachers and aligned faculty	The coordinator of student teaching supervisors oversees policy, procedures, communication and workshops directly related to student teaching. Troubleshoot problems with specific resident teachers
Methods professors during the residency	University	▪ In consultation with course lead/college faculty, develop course syllabi that align with approved course outlines and program assessments ▪ Teach the pedagogical knowledge, and pedagogical content knowledge, skills and dispositions of the methods of teaching ▪ Supervise the practicum placements of the candidates; spend approximately six hours each week visiting to interact with mentor teachers, support candidates and share methods course expectations ▪ Determine a grade for the methods course and the linked field experience/practicum ▪ Assists in the selection of mentor teachers for future residents	“Formative assessment” Communicate course expectations to mentor teachers, supervisors and building leaders	The department chair oversees the scheduling of methods professors’ courses and supports communication between the Clinical Practice and Partnerships Office and methods professors
Faculty teaching co-requisite courses	University	▪ Teach courses in literacy, culturally relevant teaching and childhood methods, to complement the methods course content ▪ Contribute to the preparation of residents for the methods and student teaching semesters ▪ When teaching during the residency year, provide class activities that draw upon and inform the full-time school placement ▪ Assist in the selection of mentor teachers for future residents	Complementary instruction that prepares candidates before the residency or supports them during the residency	The department chair oversees the scheduling of faculty to teach co-requisite courses
Advisors	University	▪ Provides information about required courses in your program and how to meet prerequisite requirements	To have candidates take courses in the right sequence, complete cognate and concentration courses before TR begins

Position/Role	Funding	Key duties within the education program	Goals as a part of the residency program	Additional notes
Teacher residency coordinator	University	▪ With department chair and student teaching coordinator, coordinates all courses being taught to ensure consistency across districts, especially the methods course; may or may not teach a course; frequently checks in with instructors/visits sites ▪ Amplify communication between supervisors, college faculty, mentor teachers, building leaders and candidates ▪ Coordinate documentation of placements/mentors with the Clinical Practices and Partnerships Office (CPPO) ▪ Make weekly visits to the schools where residents are placed; spend approximately six hours each week visiting schools to share information about residencies and collect information about how the mentors and residents are experiencing the residency program ▪ Assist in the selection of mentor teachers for future residents ▪ Per the department and college policies maintain records of the resident’s progress; approves prerequisite course requirements and answers program questions. ▪ Establish and facilitate TR team meetings regularly (at least three times each semester)	Articulate and support the goals and procedures of the teacher preparation residency model
District-level administrator	District	▪ Regularly meet with teacher residency coordinator ▪ Provide district support to residents including offering participation in Professional ▪ Development and access to technology IDs. introduction to district culture and expectations ▪ Meet with residency team as needed	Ensure alignment of perspectives between district and university
District-level contact	District▪ CoSer	▪ Provide support for mentor teachers ▪ Facilitate building-level collaboration between administrators, mentors and residents ▪ Communicate with the teacher residency coordinator to ensure program success, problem solve and recursively develop future policies and program development ▪ Collaboratively plan PD with the residency coordinator ▪ Meet with other building-level contacts within the district to ensure program fidelity ▪ Meet with residency team as needed ▪ One meeting a week	Annotate and communicate challenges and successes within the TRPCommunicate with district-level administrator and teacher residency coordinator to support recursive development of TRP
Mentor teacher	University (Student teaching mentor stipend)DistrictResidency Mentor Stipend▪ Coser	▪ Work as a team with the candidate to increase student learning ▪ Guide residents in assessing student learning, planning for instruction and teaching daily ▪ Participate in PD with the university ▪ Share knowledge, skills and dispositions that contribute to effective teaching ▪ Show your resident around the school (introductions to principal, nurse, secretary, counselors, custodian, etc.) ▪ Outline key school policies (COVID-19 policies, technology access, bathrooms, hallways, school routines and ID badges) ▪ Provide residents with a teacher workspace and place for their belongings ▪ Provide feedback and opportunities for growth for the resident ▪ Incorporate a residency-defined co-teaching model for instruction ▪ Set a routine for frequent feedback and communication ▪ Communicate questions, celebrations and concerns with university faculty ▪ Keep track of professional growth as a result of the residency ▪ Meet with residency team as needed	Daily, formative guidance focused on P-12 student learning	Building principal identifies effective, tenured, willing teachers to serve as mentor teachers; welcomes residents as part of the instructional team in the building; supports residency program and related professional learning
Teacher resident	District ▪ CoSer	▪ Follow district protocols for attendance and teacher hours ▪ Take initiative and become an active teacher in the classroom and throughout the building ▪ Demonstrate respect and responsiveness toward all people that you interact with ▪ Ask about and follow building logistics: parking, teacher hours, school routines, after-school experiences, COVID-19 regulations, etc.… ▪ Behave professionally (in dress, speech, conduct, online communication and writing) ▪ Demonstrate receptivity to feedback and incorporate feedback into future instruction ▪ Submit lesson plans to teachers 48 hours before teaching ▪ Provide mentors with information at least a week in advance about course assignments that require classroom time (e.g. lessons and assessments)	Successfully complete teacher preparation program to become a highly effective teacher
Student teaching supervisors	University	▪ Make 3–4 official visits per student teaching quarter to talk with, observe and assess resident teaching skills, knowledge and dispositions related to student teaching ▪ Provide support and guidance for mentor teachers and candidates and answer questions related to student teaching expectations ▪ Assess resident performance in the culminating course of the program (student teaching). Determine a satisfactory or unsatisfactory grade for student teaching, in accordance with established policy ▪ Assist in the selection of mentor teachers for future candidates ▪ Follow college policies for field placement supervision	“Summative assessment”Share expectations with residents, building leaders, mentor teachers and aligned faculty	The coordinator of student teaching supervisors oversees policy, procedures, communication and workshops directly related to student teaching. Troubleshoot problems with specific resident teachers
Methods professors during the residency	University	▪ In consultation with course lead/college faculty, develop course syllabi that align with approved course outlines and program assessments ▪ Teach the pedagogical knowledge, and pedagogical content knowledge, skills and dispositions of the methods of teaching ▪ Supervise the practicum placements of the candidates; spend approximately six hours each week visiting to interact with mentor teachers, support candidates and share methods course expectations ▪ Determine a grade for the methods course and the linked field experience/practicum ▪ Assists in the selection of mentor teachers for future residents	“Formative assessment”Communicate course expectations to mentor teachers, supervisors and building leaders	The department chair oversees the scheduling of methods professors’ courses and supports communication between the Clinical Practice and Partnerships Office and methods professors
Faculty teaching co-requisite courses	University	▪ Teach courses in literacy, culturally relevant teaching and childhood methods, to complement the methods course content ▪ Contribute to the preparation of residents for the methods and student teaching semesters ▪ When teaching during the residency year, provide class activities that draw upon and inform the full-time school placement ▪ Assist in the selection of mentor teachers for future residents	Complementary instruction that prepares candidates before the residency or supports them during the residency	The department chair oversees the scheduling of faculty to teach co-requisite courses
Advisors	University	▪ Provides information about required courses in your program and how to meet prerequisite requirements	To have candidates take courses in the right sequence, complete cognate and concentration courses before TR begins

Note(s): TR – Teacher residents

PD – Professional development

TRP – Teacher residency program

MT – Mentor teacher

Source(s): Created by authors