Developing an Expanded Learning, Rural Teacher Pipeline Through a Teacher Residency Partnership

• In Event: Teacher Residencies in California: Addressing Inequities and Promoting Change in Education in Rural and Urban Areas

Abstract

Purpose: This presentation provides a case example of how one educator preparation program (EPP) aims to strengthen the rural teacher pipeline by increasing opportunities for expanded learning(EXL) teachers through a Rural Teacher Residency Partnership (Rural-TRP). How this EPP engaged local partners to start-up their teacher residency model specific to rural communities is described. Initial outcomes of the implementation of these practices are also explored.

Perspectives: As the field has evolved toward a more clinically-oriented approach (National Center for Teacher Residencies, 2015), we acknowledge the important role that the funds of knowledge (Moll, Amanti, Neff & Gonzalez, 1992) within the surrounding community play in the design of EPPs. University-district partnerships have been identified as a critical lever for preparing new teachers (Holen & Yunk, 2014). Too often, EPP partnerships do not consider EXL leadership as stakeholders (Cherfas, Duncan, & Chan, 2021). Guided by asset-based perspectives (Yosso, 2005; Lopez, 2013; Stillman, et al., 2019), the Rural-TRP utilized a Grow Your Own (GYO) approach by intentionally including local students in resident recruitment. Awareness of, and advocacy for, local traditions, values of autonomy and self-sufficiency can offset what Stephens (2019) describes as those forces that often challenge rural values.

Methods: A qualitative case study using complementary surveys (Hesse-Biber, 2010) was designed to describe partnership characteristics and to understand the meaning of the Rural-TRP from the residents. The ability to “learn the intricate complexity of one case”, is a strength of case study design (Yin, 1994).

Data Sources: Fieldnotes of partnership meetings, resident interviews, and resident and mentor teacher surveys serve as the focal data sources for this study. Additional demographic data related to the local school districts in which the residents were placed were also collected.

Results: Partnership characteristics such as openness to questioning power dynamics and commitment to community of practice led to the development of shared vision, the alignment of EXL and EPP Standards, and shared financial commitments. Demographic data revealed that the residents ethno-racial background mirrored that of the district student population. Moreover, 60% of the residents self-identified with rural communities. Interview data revealed a theme of ‘coming home’ as one said, “There are so many of us that are coming out of these rural areas that are forced to go into bigger cities. We don't want that... we just want an opportunity to come back to the place that we call home.” A GYO approach to the Rural-TRP shows promise similar to other studies of local teacher shortages and teacher diversity (Garcia, 2020).

Significance: Numerous initiatives exist to address justice issues from teacher quality to teacher recruitment/retention to educator diversity. The state of California is investing unprecedented amounts of funding in EXL programs (CAN, 2021). Considering 69% of the EXL workforce self-identify as a person of color (CAN, 2019) and research on teacher residency programs recognizes the model for supporting teacher credential students of diverse racial, cultural, and linguistic backgrounds (Azaar, Hines, & Scheib, 2021), developing partnerships like the Rural-TRP that bridge the gap between these sectors is significant.

Authors

• Heather L. Horsley, California State University - Fresno
  Presenting Author

• Christina Macias, California State University - Fresno
  Presenting Author

• Brooke Berrios, Fresno County Superintendent of Schools
  Presenting Author