A National Examination of Teacher Residencies and Their Programmatic Structures

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Abstract

Beginning teachers leave the classroom at an alarming rate. This study examines teacher residency programs (TRPs) as a generative structure to adding and supporting diverse individuals to the teaching workforce. We analyze data from open response questions conducted by the National Council of Teacher Residencies (NCTR) focused on important structures across 46 residency programs. Results reveal four structures that were salient to residency stakeholders: experience, support, training, and knowledge. Findings have implications for researchers, practitioners, and policymakers in their meaningful diversification and improvement of residency programs and teacher retention. 

Authors

• Andrew Kwok, Texas A&M University

• Tuan D Nguyen, University of Missouri

• Shriya Bellur, Texas A&M University

• Abigail Spencer, Texas A&M University

• Kevin Levay, National Center for Teacher Residencies

• Carrianne Scheib, National Center for Teacher Residencies