A Case for Change in Teacher Preparation

Gorlewski, Julie; Winkelsas, Amanda; Rosenblith, Suzanne; Stone-Johnson, Corrie; Etopio, Elisabeth; Gorlewski, David A.; Noel, Tiffany Karalis; Finocchio, Bobbie; Seccia, Amanda; Zhai, Ling; Kearney, Erin; Liu, Xiufeng; Shafaei, Nooshin; Shedrick, Tanika

doi:10.4324/9781003198253

Cited by 1 publication

(1 citation statement)

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“…Additionally, both districts presented their work at recent National Association for Professional Development Schools (NAPDS) Conferences to disseminate their learning around being mentors in a program moving toward teacher residency. To provide specifics for one of the districts designated for this residency pilot (District A), members of this PDS leadership team, which included administrators, principals, teachers, and university faculty, came together for a monthly book study to engage with A Case for Change in Teacher Preparation: Developing Community-Based Residency Programs (Gorlewski et al, 2021). Members of the PDS leadership team agreed upon this publication because it detailed successes and challenges that this university went through in reconceptualizing their teacher education program based on a teacher residency model, and we wanted to learn from their model to inform ours.…”

Section: Blueprint To Navigate Barriersmentioning

confidence: 99%

Toward teacher residency program implementation: navigating the complexities

Mazzye,

Gujarati

2024

PDSP

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PurposeResearch in this field is becoming increasingly clear that a teacher residency program (TRP) has a strong potential for developing effective teachers in a teacher preparation context. There are specific features of a TRP that yield results in the development of teachers. However, there are often barriers to full implementation of a TRP that schools and university partnerships must consider and resolve. The purpose of this article is to disseminate the lessons we have learned and processes we have developed in navigating the barriers and complexities of shifting toward a TRP.Design/methodology/approachThe university faculty members with a dual role as Professional Development School (PDS) liaisons examine, reflect on, and present their multiyear process of moving from an undergraduate traditional teacher preparation model to a teacher residency model.FindingsIn response to the barriers of funding, defining roles and responsibilities, and changes in leadership, we developed an undergraduate residency blueprint to navigate these challenges productively. One of the goals of this document is to provide clarity for all stakeholders as well as be a transparent solution for leadership transitions. The blueprint serves as a guide for the details of residency program design.Originality/valueIn movement toward a TRP, there are often barriers to full implementation that schools and university partnerships must consider and resolve. This article provides a model for partnerships seeking to navigate teacher residency work.

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Section: Blueprint To Navigate Barriersmentioning

confidence: 99%