A Teacher Residency's Ecologies of Support: Insulating Against Moral Injury, Exploitation, and Pushout

• In Event: Fairmont Roundtable Session Four
  In Roundtable Session: Teacher Residency and Policy Studies for Teacher Diversity (Table 9)

Abstract

This project explores a teacher residency’s ecologies of support. We explored the question: How can a residency support teacher retention to insulate against exploitation, moral injury, and pushout? We focus on Black educators, the largest percentage of our residency. This is significant as schools, districts, and teacher education programs have a hard time recruiting and keeping Black teachers. By centering Black genius and joy, prioritizing shared learning, critical mentorship and teacher leadership, along with democratizing teacher education through supports for teachers, our program has the retention probability of Black teachers enrolled in our residency program through their second year as 96%, while the retention probability of Black teachers in the comparison group was just 63% (Jaciw et al., 2021).

Authors

• Thomas Albright, Georgia State University
  Presenting Author

• Stephanie Behm Cross, Georgia State University
  Presenting Author

• Camea Davis, Georgia State University
  Presenting Author