Tennessee Board of Regents Teacher Education Redesign: The University Teaching Residency

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Tennessee Board of Regents Teacher Education
RedesignThe University Teaching Residency
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Urban Teacher Residencies(Levine, 2008)

• Seven principles
• 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)

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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

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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

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Tennessee Board of RegentsUniversity Teaching
Residency Program
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Two Residency Curriculum ExamplesMTSU Bachelor
of Science in Mathematics/Minor in Secondary
EducationPost-Baccalaureate Transitional
Licensure Alternative
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Components of TBR University Teaching Residency
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A Possible Residency I
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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

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Challenges to Urban Residencies(Levine, 2008)

• Policy context
• Conflicting local, state, and federal policies
• Capacity
• Scale-up requirements
• Communication
• Cross institutional partnerships
• Financing
• Requires front end investment in teacher
  recruitment, preparation, and induction
• Jurisdictional control
• Who prepares and inducts new teachers

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Our Supporters

• Tennessee Board of Regents
• Tennessee Governors Office
• Tennessee Legislators
• Tennessee State Board of Education
• Tennessee State Department of Education
• NCATE
• AACTE

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Contact Information

• Dr. Paula Myrick Short, Vice Chancellor for
  Academic Affairs
• Tennessee Board of Regents
• Email Paula.Short_at_tbr.edu
• Phone [phone]
• Dr. Kandi Hill-Clarke, Assistant Vice Chancellor
  for Academic Affairs
• Tennessee Board of Regents
• Email k.hill-clarke_at_tbr.edu
• Phone [phone]
• Dr. Rick Short, Associate Dean and TQI Assessment
  Coordinator
• Middle Tennessee State University
• Email rshort_at_mtsu.edu
• Phone [phone]