Building Bilingual Teacher Pipelines: Insights from a University–District Residency Partnership

• In Event: Rewriting the Narrative: Unforgetting the Past and Reimagining the Future of Teacher Preparation

Abstract

Objectives/Purpose
This study explores the perspectives of university and district leaders on the development, sustainment, and assessment of a long-standing teacher residency partnership. Specifically, we examine a case study of a collaboration between a Hispanic-Serving Institution (HSI) and a large, urban, predominantly Latinx and bilingual school district in Texas. The partnership was designed to address the district’s persistent need for certified bilingual and ESL teachers by creating a sustainable pipeline of culturally and linguistically responsive educators. The purpose is to understand the motivations, strategies, and leadership practices that have supported the partnership’s longevity and impact. Our research is guided by two central questions:
• What practices and conditions do EPP and district-based leaders view as most important in the first year of partnership?
• How do residency partnerships leverage collective resources to support teachers in certification areas such as Bilingual education?

Theoretical Framework
This study is grounded in two complementary frameworks. First, we draw on the California Residency Lab’s (CRL, 2021) ten characteristics of effective teacher residency programs, developed in collaboration with the Learning Policy Institute and the National Center for Teacher Residencies. These characteristics offer a research-based lens for evaluating program quality. Second, we apply theories of boundary spanning (Weerts & Sandmann, 2010; Williams, 2002), which conceptualize leadership as both a mindset and a set of practices that enable collaboration across institutional boundaries. This dual framework allows us to examine both the structural and relational dimensions of sustaining a residency partnership.

Methods
We employ a mixed-methods case study approach (Yin, 2013), focusing on a partnership that has been in place for over eight years. The district was selected due to its high population of Emergent Bilingual students and its ongoing need for certified bilingual educators. Participants include a superintendent, principals, a district HR representative, site coordinators, EPP-based professional development facilitators, and a certification officer. This diverse sample ensures a comprehensive view of the partnership from multiple leadership vantage points.

Data
Data were collected through three primary sources: semi-structured interviews, a written questionnaire, and shared governance artifacts. The interview and questionnaire protocols were aligned with the CRL framework to ensure consistency and relevance. Shared artifacts, such as meeting notes and planning documents, were used to triangulate findings and validate leadership perspectives across institutional roles.

Results
Preliminary findings reveal three key themes: (1) strategic placement of expertise, (2) leveraging collective resources, and (3) demonstrating commitment through action. For example, the hiring of a bilingual site coordinator—funded jointly by the university and district—was cited as a pivotal move. Additionally, the university’s initiative to secure federal funding for bilingual teacher certification costs was seen by district leaders as a tangible demonstration of commitment, reinforcing mutual trust and capacity for boundary-spanning collaboration.

Significance
This study contributes to the growing literature on teacher residencies by highlighting how partnerships can be strategically oriented toward high-need certification areas like Bilingual education. As schools strive to provide equitable, culturally responsive instruction, sustainable residency programs offer a promising pathway to ensure all students are taught by well-prepared, certified educators.

Authors

• Catherine A. Lammert, Texas Tech University

• Lacy D. Brice, Texas Tech University