“We Are Doing This Together”: Program Evaluation of a Residency Program Preparing Diverse Teachers

• In Event: AERA Roundtable Session Friday 9:50 am Four Seasons Ballroom 4
  In Roundtable Session: Critical Perspectives in Clinical Teacher Education (Table 9)

Abstract

This paper shares program evaluation insights into the implementation and impact of a teacher residency program (TRP) that prepares diverse teachers to teach in high-needs schools. Semi-structured interviews were conducted with ten residents and five clinical educators. Residents reported mixed views of placement, mentor teachers, beginning teacher meetings, and affinity caucus meetings. They valued the program’s community, support, and resources. Residents suggested improving placement, affinity caucus meetings, and communications. Clinical educators had positive experiences and reported positive impacts, suggesting providing the residents with emotional support and additional professional development in classroom management and professionalism. Study findings highlight gaps between program design and systemic implementation which suggest improvements for future program implementation as well as potentially impact teacher education policymaking.

Authors

• Kristin L. Papoi, University of North Carolina - Chapel Hill

• Xumei Fan, University of Northern Iowa

• Diana B. Lys, University of North Carolina - Chapel Hill

• Jocelyn A. Glazier, University of North Carolina - Chapel Hill

• Dana Griffin, University of North Carolina - Chapel Hill

• Dorothy L. Espelage, University of North Carolina - Chapel Hill