Toward a Framework for Teacher Resident Success

• In Event: Teacher Pathways: Lessons Learned and Insights for the Future

Abstract

Despite great efforts to implement teacher residency programs in order to recruit, train, and retain highly qualified teachers in high needs districts, little research has been done regarding the efforts that a residency program takes in ensuring teacher retention. Part of this includes how the program, mentors, and the residents define success in their residency year. This study utilizes qualitative interviews to explore how the various stakeholders of the residency program, including university faculty, residency staff, mentor teachers, and the residents, visualizes success. The paper concludes with a recommendation to create a framework document that can help residents reflect and grow based on an operationalized definition of success.

Authors

• David T. Marshall, Virginia Commonwealth University

• Michael R. Scott, The University of Texas - Austin

• Guofang Wan, Virginia Commonwealth University