Tennessee Board of Regents Teacher Education Redesign: The

Tennessee Board of Regents Teacher Education Redesign: The

Tennessee Board of Regents Teacher Education Redesign: The University Teaching Residency 1 Urban Teacher Residencies Seven principles: (Levine, 2008) Tightly integrated education theory and classroom practice

Focus on learning alongside an experienced, effective teacher mentor Teacher candidates grouped in cohorts Constructive partnerships with districts, schools, communities, universities and unions Focus on serving school districts Support for residents once they are hired as teachers of record Differentiated career roles for veteran teachers (www.teacherresidencies.org) www.teacherresidencies.org) Hallmarks of UTeach (Marder, 2008)

Collaboration between Colleges of Sciences, Education, and Liberal Arts Active recruitment of science and mathematics majors Early and intensive field experiences throughout the program Compact degree plans A focus on developing deep-level understanding of the subject material Guidance by faculty and highly experienced public school teachers Courses taught by faculty actively engaged in research in math and science

Integrated professional development courses based on recent research Student benefits 3 Our Response: The TBR University Teaching Residency Prominent integration of content and content experts into planning and execution Continuous emphasis on competencies and

outcomes Minimum seat time in traditional courses Maximum flexibility/multiple paths Authentic preparation/situated learning Responsiveness to school and student needs 4 Tennessee Board of Regents University Teaching Residency Program 5 Two Residency Curriculum Examples MTSU Bachelor of Science in Mathematics/Minor in Secondary Education Post-Baccalaureate Transitional Licensure Alternative 6

Components of TBR University Teaching Residency 7 A Possible Residency I Months One and Two Month Three Month Four Block Scheduling Two days per week Orientation to schools PBL groups Observations Demonstrations Three days per week

PBL groups Needs-based interactions with students Four days per week PBL groups Needs-based classroom and school activities PBL assessments Intensive Mentoring Lectures as appropriate 8 Challenges Identified from Pilots

Developing reciprocal partnerships with schools School receptiveness Changing role and culture of university faculty Clarification of role of mentor teachers Relocation to schools Scaling up Resources 9 Challenges to Urban

Residencies Policy context Cross institutional partnerships Financing Scale-up requirements Communication

Conflicting local, state, and federal policies Capacity (Levine, 2008) Requires front end investment in teacher recruitment, preparation, and induction Jurisdictional control Who prepares and inducts new teachers 10 Our Supporters

Tennessee Board of Regents Tennessee Governors Office Tennessee Legislators Tennessee State Board of Education Tennessee State Department of Education NCATE AACTE 11 Contact Information Dr. Paula Myrick Short, Vice Chancellor for Academic Affairs Tennessee Board of Regents

Email: [email protected] Phone: 615.366.4411 Dr. Kandi Hill-Clarke, Assistant Vice Chancellor for Academic Affairs Tennessee Board of Regents Email: [email protected] Phone: 615.366.3948 Dr. Rick Short, Associate Dean and TQI Assessment Coordinator Middle Tennessee State University Email: [email protected] Phone: 615.898.2955

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