52.072 - Professional Development School Teacher Residents: Storied Journeys With Implications for Partnerships and Teacher Recruitment, Development, and Retention

Session Type: Symposium

Abstract

This symposia highlights the experiences of two urban teacher-residents (current and alumni) as they chronicle their journeys finding their way into their role as teachers, supporting learners through our teacher cadet program, developing through a year-long teacher residency, and moving into their first years of teaching in the urban schools of our community. These PDS ‘‘boundary spanners’’ have developed simultaneously within both the public school and university spaces allowing them to (a) create longitudinal and deep collaborations across school/university contexts, (b) construct learning communities, (c) integrate academic knowledge and clinical practice, and (d) challenge our partnership to become mutually supportive and beneficial for school-based partners. Implications for PDS partnerships and for recruitment, development, and retention of teachers will be shared.

Sub Unit

• SIG-Professional Development School Research

Chair

• Gwendolyn T. Benson, Georgia State University

Papers

• Mode of Inquiry Throughout Symposia Presentations - Teresa R. Fisher-Ari, Georgia State University

• Evidence of Innovation and Stories of Growth: Setting the Context of the Partnership and Program - Gwendolyn T. Benson, Georgia State University; Susan L. Ogletree, Georgia State University

• Evidence of Innovation and Stories of Growth: Perspectives From a Current Resident - Victoria Cox, Georgia State University

• Evidence of Innovation and Stories of Growth: Perspectives From an Alumni Resident and First-Year Teacher - Ariel Burgess, DeKalb County School System

• Situating These Implications Within Our Partnership and Our Field - Teresa R. Fisher-Ari, Georgia State University; Harley Gordon Granville, Georgia State University

Discussant

• Jane E. Neapolitan, Towson University