Disrupting Systemic Inequities: Why Teacher Residency Stipends Matter (and Are More Feasible Than You Think)

Session Type: Symposium

Abstract

We need to reconceptualize teacher preparation in structurally radical ways for educators to have the capacity to take “educational responsibility” for the deeper learning outcomes that schools need to support. Aspiring teachers need time to learn and reflect on their own lives and actions to be grounded educators who can navigate the complex ideological world we live in. Residency preparation can offer that—if they’re high quality, equitably accessible, sustainable, and focused on justice and equity in addition to content pedagogy. This session will provide a framework for understanding the economic, quality, and equity issues that teacher residencies must address; in so doing, future teachers will be better able to heed the call of the AERA theme, “Accepting Educational Responsibility.”

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 09: Innovation and Policy Investigations in Teacher Education

Chair

• Cyrus Driver, National Public Education Support Fund

Papers

• Teacher Residencies and the Teacher Preparation Policy Landscape - Cyrus Driver, National Public Education Support Fund

• Elements and Examples of High-Quality Teacher Residencies - Maria E. Hyler, Learning Policy Institute

• Affordable Access: An Imperative for the Field - Karen DeMoss, Bank Street College of Education

• Funding Strategies for Accessible High-Quality Residencies - Cathy Yun

• Enacting the Scholar-Citizen Commitment - Annamarie Mahealani Francois, University of California - Los Angeles