What Works?: The Role of Partner School Leadership in Advancing High-Quality Teacher Residency Programs

• In Event: AERA Roundtable Session Thursday 7:45 am - Gold 1
  In Roundtable Session: Situated, Sustained, and Transformative: Innovations in Teacher Apprenticeship and Preparation

Abstract

This mixed methods study examines the role of partner school leadership in shaping and sustaining high-quality teacher residency programs (TRPs) across diverse school districts. Using frameworks of instructional leadership, distributed leadership, and communities of practice, the study examined how successful partner school leadership practices support the future sustainability of TRPs in high-need, culturally diverse contexts. Results identified key actionable strategies (e.g., inclusive school cultures, targeted professional development, and distributed support structures) that school leadership exercises to strengthen TRPs. This study emphasizes the importance of structured collaboration, consistent feedback, and purposeful alignment between school and university to enhance teacher preparation and retention. It also guides policy changes and the development of handbooks, training resources, and implementation guidelines to sustain high-quality TRPs.

Authors

• GoMee Park, University of Texas - Rio Grande Valley

• Lileana Ríos-Ledezma, University of Texas Rio Grande Valley

• Zulmaris Diaz, University of Texas - Rio Grande Valley