Description

Book Synopsis

This book outlines a model for a teacher residency and how to establish a yearlong residency within an educator preparation program. It describes the four-year experiences of stakeholders at Tarleton State University but can be used as a step-by-step guide, in whole or in part, to transforming teacher preparation at any university. After a brief description of the traditional clinical model and why a university may look to make a change, the book offers a roadmap for the entire process of moving to a residency model. The chapters provide detailed explanations of how to build mutually beneficial partnerships with school districts, utilize co-teaching models, and create revised roles for cooperating teachers, teacher-residents, university and district leaders, and site coordinators. Contributing authors also cover change processes (successes and failures), funding models, scaling, sustainability, data collection, and evidence of effectiveness. Based on Tarleton's recognition as one of

Establishing a Yearlong Teacher Residency

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    A Paperback by Christopher J. Sloan

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      Publisher: Taylor & Francis Ltd
      Publication Date: Publication Date: 1/23/2024
      ISBN13: 9781032621074, 978-1032621074
      ISBN10: 1032621079
      Also in:
      Philosophy and theory of education

      Description

      Book Synopsis

      This book outlines a model for a teacher residency and how to establish a yearlong residency within an educator preparation program. It describes the four-year experiences of stakeholders at Tarleton State University but can be used as a step-by-step guide, in whole or in part, to transforming teacher preparation at any university. After a brief description of the traditional clinical model and why a university may look to make a change, the book offers a roadmap for the entire process of moving to a residency model. The chapters provide detailed explanations of how to build mutually beneficial partnerships with school districts, utilize co-teaching models, and create revised roles for cooperating teachers, teacher-residents, university and district leaders, and site coordinators. Contributing authors also cover change processes (successes and failures), funding models, scaling, sustainability, data collection, and evidence of effectiveness. Based on Tarleton's recognition as one of

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