Examining the Impact of a Residency-Based Teacher Preparation Program in Low-Income High-Need Rural Communities

• In Event: 35.081 - Roundtable Session 13
  In Roundtable Session: 35.081-4 - Teacher Residency Program Innovations in Urban and Rural Contexts

Abstract

This mixed methods study examines how a residency-based preparation program prepares teachers to work in low-income, high-need rural communities while simultaneously building school-wide instructional capacity and improved student learning outcomes. Data includes longitudinal student achievement from district and state sources, annual surveys of project staff and participants, and interviews with teachers, principals and candidates over an initial four-year period. Preliminary findings suggest statistically significant student learning gains in reading in some grades between project and non-project classrooms. Themes from survey and interview data indicate that teaching teams can provide an effective vehicle for supporting students, preparing future teachers, and offering professional development that enhances school capacity. Hiring data provide evidence that most graduates are working in racially-diverse, high poverty schools.

Authors

• Ana M. Elfers, University of Washington

• Margaret L. Plecki, University of Washington

• Anna Wheeler Van Windekens, University of Washington - Seattle

• Gabriella Gorsky, University of Washington - Seattle