Learning Forward
Equity and excellence in teaching and learning.
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A more equitable model for teacher residencies
By Debra Russell, Meghan Cosier and Rebecca Hatkoff
December 2024
School districts and educator preparation programs are important partners in the professional learning ecosystem. Their strong relationships have long been lauded as the gold standard of preparing and retaining high-quality teachers, yet they have been slow to develop robust reciprocal relationships that can address intensifying challenges of teacher recruitment and attrition (Guha et al., 2016). When districts and program partners work together to think more strategically about systems of preparation and support, they can make important progress toward equity for educators and students. One promising model is the development of sustainable paid teacher residencies, in which teacher candidates enrolled in coursework are paid to work in districts under the supervision of mentor teachers. When designed well, these residencies can benefit everyone involved — both new
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References
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Goldhaber, D., Krieg, J., Naito, N., & Theobald, R. (2020). Making the most of student teaching: The importance of mentors and scope for change. Education Finance and Policy, 15(3), 581-591. doi.org/10.1162/edfp_a_00305
Guha, R., Hyler, M.E., & Darling-Hammond, L. (2016). The teacher residency: An innovative model for preparing teachers. Learning Policy Institute. learningpolicyinstitute.org/product/teacher-residency
Hatkoff, R. & Russell, D. (2024). Strategic, sustainable residencies can help solve the teacher shortage. EdSource. edsource.org/2024/strategic-sustainable-residencies-can-help-solve-the-teacher-shortage/
Lambert, D. (2023). California sinks millions into teacher residency programs, but many can’t afford to enroll. EdSource. edsource.org/2023/california-sunk-millions-into-teacher-residency-program-but-many-cant-afford-to-enroll/685984
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Debra Russell leads strategic school staffing initiatives for the California Educator Preparation Innovation Collaborative (CalEPIC), based at Chapman University, focused on ensuring our pathways into the profession are equitable and our educational systems support a well-prepared, diverse, and thriving teacher workforce.
Meghan Cosier is the executive director of the Thompson Policy Institute on Disability and a Professor in the Attallah College of Educational Studies at Chapman University. Cosier collaborates with schools and districts to promote and improve inclusive service delivery models that allow ALL students to learn and play together. Her research focuses on inclusive education, teacher preparation, and sustainable school transformation.
Rebecca Hatkoff is the director of teacher education and a clinical assistant professor at Claremont Graduate University where she has helped secure more than $6 million in grant funds. She has supported their teacher education program in designing and enacting a critical social justice framework and competencies. Her practice and research centers culturally sustaining and antiracist approaches. She is co-founder of the consulting company Joyful Disruption, a mother, and a Beyoncé enthusiast.
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