The Teacher Residency Model: Core Components for High Impact on Student Achievement

(Hardback)

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Teacher residencies are on the rise across the United States as a successful way to address the high rate of teacher shortages and attrition. The National Center for Teacher Residencies (NCTR) has been guiding this work for over ten years, partnering with teacher preparation institutions, local school districts, and community partners to implement best practices for teacher preparation. With an introduction by NCTR on the key components of successful residencies, each subsequent chapter is written by an exemplary NCTR partner who have successful residency programs and who share specific aspects of their programs from which others can learn.

Reviews

This edited text on National Center for Teacher Residency model partnerships provides an excellent organization of important facets of clinical teacher education and perspectives from experiences in multiple contexts. The information provided could guide educator partnerships through establishment, development and continuous improvement of clinical practice residencies while at the same time providing teacher educators across preparation contexts insight into keys to productive partnerships for professional growth across teacher candidates, school- and university-based teacher educators, and district professionals. The authors emphasize high leverage and core practices in teacher education from selection through induction and teacher leadership opportunities while honoring the multiple contexts served by meaningful, purposeful partnerships. This volume serves as an excellent resource for those interested in clinically-based teacher education and school partnership opportunities across all contexts.--Jennifer Snow, Boise State University

Author Bio

Cheryl Torrez is professor in the department of teacher education, educational leadership, and policy at the University of New Mexico. Marjori Krebs is professor in the department of teacher education, educational leadership, and policy at the University of New Mexico.