The Teacher Residency Model

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.

Forward, Cheryl A. Torrez and Marjori Krebs Introduction: Teacher Residency Programs, National Center for Teacher Residencies Chapter 1: The Importance of Partnerships: A Focus on the Albuquerque Teacher Residency Partnership, Viola Florez and Marjori Krebs Chapter 2: Identifying and Recruiting Quality Residents, Ashley Clark, Sarah B. Glover, and Jessamyn Lockhart Chapter 3: Identifying and Recruiting Quality Mentor Teachers, Tamara L. Sober Chapter 4: Residency Year Curriculum, Marisa Bier Chapter 5: High Leverage Resident Practices, Sherryl Browne Graves and Susan Gonzowitz Chapter 6: Alignment of Coursework to the Clinical Experience: Bridging Theory and Practice, Brandon Ware, Holly Gonzales, and Harry Ervin Chapter 7: An Examination of the Teaching and Learning Structures at the Dudley Street Neighborhood Charter School, Lilly Siu, Marcie Osinsky, and Lynne Godfrey Chapter 8: Evaluating and Continuously Improving Program Quality in the Teacher Residency, Marisa Harford and Rachelle Verdier Chapter 9: Moving from Resident to Teacher of Record, Bill Kennedy and Rebecca Hendrickson Chapter 10: Principal Involvement in Teacher Residencies, Danaya Lamker-Franke, Shelley Neilsen Gatti, and Amy Steele Chapter 11: Scale and Sustainability of Residency Programs, Carrianne Scheib, Christine Brennan Davis, and the National Center for Teacher Residencies

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