School & District Management Report Roundup

Teacher ‘Residencies’ Examined

By Vaishali Honawar — August 25, 2008 1 min read

Evidence suggests that urban teacher “residency” programs are attracting talented and diverse recruits to high-needs schools and helping keep them in those schools, a new report says.

In urban-teacher residencies, rigorously selected aspiring teachers integrate their master’s level schoolwork with a full year of classroom teaching alongside an experienced mentor. In the second year, they become teachers in their own classrooms while still receiving mentoring.

The report from the Center for Teaching Quality in Hillsborough, N.C., and the Aspen Institute, which is headquartered in Washington, looked closely at two of the nation’s longest-running residency programs, in Chicago and Boston.

Both programs have succeeded in attracting high-quality candidates of color, the report says. For instance, 57 percent of Chicago’s residents and 53 percent of Boston’s residents are members of minority groups.

After three years, 95 percent of Chicago’s residents and 90 percent of Boston’s residents were still teaching.

The report says not enough data on the residencies is available to gauge their effect on student achievement, but that both programs are pursuing efforts to address that issue.

School administrators’ assessments, meanwhile, indicate that residents enter schools well-prepared with skills that enhance their effectiveness.

The residencies cost more upfront than most university-based and alternate pathways to certification, but their benefits can reach well beyond the scope of most teacher-preparation programs, the report argues.

Also, financial data suggest that successful residencies could be cost-effective, because the initial expense of a full-time, paid internship under the supervision of a master teacher can be offset over time by increased retention of novice teachers and increased teaching effectiveness.

The recently reauthorized Higher Education Act calls for funds to support such programs.

Related Tags:

A version of this article appeared in the August 27, 2008 edition of Education Week


This content is provided by our sponsor. It is not written by and does not necessarily reflect the views of Education Week's editorial staff.
Future of Work Webinar
Digital Literacy Strategies to Promote Equity
Our new world has only increased our students’ dependence on technology. This makes digital literacy no longer a “nice to have” but a “need to have.” How do we ensure that every student can navigate
Content provided by
Mathematics Online Summit Teaching Math in a Pandemic
Attend this online summit to ask questions about how COVID-19 has affected achievement, instruction, assessment, and engagement in math.
School & District Management Webinar Examining the Evidence: Catching Kids Up at a Distance
As districts, schools, and families navigate a new normal following the abrupt end of in-person schooling this spring, students’ learning opportunities vary enormously across the nation. Access to devices and broadband internet and a secure

EdWeek Top School Jobs

Speech Therapists
Lancaster, PA, US
Lancaster Lebanon IU 13
Elementary Teacher
Madison, Wisconsin
One City Schools

Read Next

School & District Management Opinion A Road Map for Education Research in a Crisis
Here are five basic principles for a responsible and timely research agenda during the COVID-19 pandemic.
Robin J. Lake
4 min read
Two opposing sides reaching out to work together
J.R. Bee for Education Week
School & District Management A School Leader Who Calls Her Own Shots on Battling the Coronavirus
A charter school founder uses her autonomy to move swiftly on everything from classroom shutdowns to remote schooling.
3 min read
Nigena Livingston, founder and head of School at the URBAN ACT Academy in Indianapolis, Ind.
Nigena Livingston, founder and head of school at the URBAN ACT Academy in Indianapolis, makes swift decisions in responding to the threat of COVID-19 in her school community.
Courtesy of Nigena Livingston
School & District Management A COVID-19 Lull Gives Way to ‘Borderline Insanity’
When the number of cases started to rise steeply, a school community hammered out a routine. Then a basketball player tested positive.
3 min read
Andy McGill, K-12 assistant principal at West Liberty-Salem Local School District in West Liberty, Ohio.
Andy McGill, K-12 assistant principal at West Liberty-Salem Local School District in Ohio, includes coronavirus response among his administrative duties.
Courtesy of Andy McGill
School & District Management Color-Coded Tracking Sheets and Swift Isolation: One Principal's COVID-19 Approach
In a sort of honor system, a principal relies on parents to flag COVID-19 infections at home. Then the staff swings into action.
3 min read
Herb Cox, principal of Midway Middle School in Hewitt, Texas, credits stringent safety measures for the low number of coronavirus cases at his his.
Herb Cox, principal of Midway Middle School in Hewitt, Texas, credits stringent safety measures for the low number of coronavirus cases at his school.
Courtesy of Herb Cox