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What is High-Priority Resident Practices

Chapter 6
Handbook of Research on the Educator Continuum and Development of Teachers
Residency programs identify a narrow set of high-priority resident practices and then prepare residents to effectively enact those practices as a teacher of record. High- priority resident practices are identified in partnership with the local school community such that a residency graduate is prepared to teach effectively within that district and meet the needs of students from that community, particularly those from historically marginalized communities. Performance assessments within the residency are aligned to these practices to ensure graduates can effectively enact these practices.
Published in Chapter:
Effects of Racial and Ethnic Matching of Teacher Candidates of Color With Mentors
Kevin Levay (National Center for Teacher Residencies, USA), Carrianne Scheib (National Center for Teacher Residencies, USA), and Tabitha Grossman (National Center for Teacher Residencies, USA)
Copyright: © 2022 |Pages: 21
DOI: 10.4018/978-1-6684-3848-0.ch006
Abstract
This chapter reviews the limitations of current teacher preparation programs to support the professional development and placement of teachers of color and their resulting underrepresentation relative to the racial makeup of the U.S. student population. The authors discuss how teacher residency programs can more effectively support the development and preparation of teachers of color through their most defining feature: the pairing of residents with mentor teachers for a rigorous year-long clinical experience. The authors examine how sharing a racial identity with mentors has statistically significant effects on mentors' perceptions of residents' preparedness to teach and residents' satisfaction with their programs. The authors highlight how teacher preparation programs, and residencies specifically, might better support the development and preparation of teachers of color through strategic design of teacher candidates' clinical experiences. They also posit ways in which preparation programs can disrupt ongoing racism and racial inequities in teacher preparation.
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