A Case for Change in Teacher Education: Cultivating Equity Through a School-Based Residency Program

• In Event: Diversity and Equity in School Partnerships, Teacher Residencies, and Internships

Abstract

This paper describes a program based on a teacher residency model grounded in three core beliefs:1) teacher quality is a shared responsibility between universities and school districts; 2)all students have a right to high-quality teachers who are as racially, ethnically, and linguistically diverse as the students they teach; and 3)for education to be transformative, future educators must have the right balance of theoretical knowledge and practical experiences grounded in specific contexts. Through a combination of qualitative and quantitative program data, authors make the case that university programs focused on the communities they serve can ensure more effective, learner-ready teachers who remain in the profession longer. Detailing processes of planning through evaluation, the presentation will interest educational leaders, policymakers, and researchers.

Authors

• Julie Gorlewski, University at Buffalo - SUNY

• Amanda Winkelsas, University at Buffalo - SUNY

• Suzanne N. Rosenblith, University at Buffalo - SUNY

• Corrie Stone-Johnson, University at Buffalo - SUNY

• Elisabeth Etopio, University at Buffalo - SUNY

• Tiffany Karalis Noel, University at Buffalo - SUNY

• Amanda Seccia, University of Chicago

• Ling Zhai, University at Buffalo - SUNY

• Erin Kearney, University at Buffalo - SUNY