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Over the past 15 years, teacher residency programs have emerged as a promising model for teacher education reform. However, teacher residency advocates, including the federal government, school districts, non-profit organizations, charter networks, and colleges of education have diverged in how they understand the challenges facing schools, and in the overall goals of teacher education reform. The purpose of this study is to analyze different discourses used by teacher residency programs in the United States. Through critical discourse analysis, we aim to better understand how teacher residencies are being positioned to address inequities in K-12 students’ educational experiences and how reformers apply the teacher residency model to address their aims.