Strengthening the Latinx Teacher Pipeline Through Residency and Research-Practice Partnerships

Session Type: Symposium

Abstract

The need for an increasingly diverse teacher workforce is well-documented, as are the challenges that contribute to the “leaky pipeline” in education (Wilson & Kelley, 2022). This symposium will highlight one region-wide, systems-level effort to strengthen and diversify the teacher pipeline through the design and implementation of an equity-focused, partnership-based residency in one border metropolitan area of Texas comprised of a PK-12 population that is more than 90% Latinx. Participants – one Hispanic Serving Institution and two school district partners – will share findings from their research-practice partnership focused on the holistic impacts of the paid residency on teacher candidates, mentor teachers, and residency-prepared new teachers. These findings contribute to a growing knowledge base on teacher residency and transformations in university-district partnerships.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 07: Clinical Practice and Community Engagement

Chair

• Clifton S. Tanabe, University of Texas - El Paso

Papers

• Transforming Latinx Teacher Preparation Through a Partnership-Based Residency Model - Erika L. Mein, University of Texas - El Paso; Marco Delgado, University of Texas - El Paso

• School-Based Teacher Educator Development in a Residency Partnership Program: Learning to Improve Through Mentorship - Juan I. Martinez, Clint Independent School District; M. Jennifer Parker, Clint Independent School District; Christina Castanos, Clint Independent School District

• Examining the Impact of a Co-Designed Residency Strategic Staffing Model on Early-Career Hispanic Teachers - Nate Carman, Socorro Independent School District; Lucia Borrego, Socorro Independent School District; Jina Eksaengsri, Socorro Independent School District

Discussant

• Jennifer A. Bland, Learning Policy Institute