School Leaders of High-Need Districts and Their Perspectives of a University-Based Teacher Residency Program

Abstract

Effective recruitment and retention strategies of teachers remain elusive for school district leaders. This qualitative study examines the pilot implementation of a university-based teacher residency program throughout 4 high-needs districts of a year-long program among 8 residents. District administrators are interviewed about their recruitment and retention efforts, and document how the teacher residents experienced these structures throughout their residency year. Findings have implications for improving residencies as an innovative teacher preparation approach and stem teacher attrition.