“A Seed Nurtured in Summer Bears Fruit in Fall”: Importance of Teacher Residency Summer Institute

• In Event: School-University Partnerships Supporting Teachers, Preservice Teachers and Students

Abstract

This study aims to explore residents and mentors’ perceptions and experiences of a Teacher Residency Summer Institute (TRSI) in preparing teachers for an urban teacher residency program that emphasizes culturally responsive relational pedagogy and caring in education. TRSI provides diverse opportunities to foster collaborations among mentor-resident pairs, school district leaders, and university faculty, all coalescing around program mission, vision, goals, and practices. TRSI allocates focused time for resident-mentor pairs to plan the implementation of culturally responsive relational pedagogy collaboratively. Analysis of qualitative data from four consecutive years reveals the TRSI is a key component of a teacher residency program as it supports the cultivation of culturally responsive pedagogy-oriented collaborative professionalism to address educational equity for all learners.

Authors

• Seoyeon Lee, University at Buffalo - SUNY

• Halley A. Maza, University at Buffalo - SUNY

• Kristin Cipollone, University at Buffalo - SUNY

• Amanda Winkelsas, University at Buffalo - SUNY

• Suzanne N. Rosenblith, University at Buffalo - SUNY