TEACHER RESIDENT PROGRAM
“Research suggests that well-designed and well-implemented teacher residency models can create long-term benefits for districts, for schools, and ultimately and most importantly, for the students they serve.” Learning Policy Institute September 2016
Master's Degree with State Teacher Licensure
One of the most promising models for enhancing teacher preparation involves placing teachers-in-training in excellent schools for long periods of time, as a resident in an apprenticeship setting. When PreK-12 schools partner with higher education institutions in meaningful ways, there is an opportunity to provide exemplary teacher preparation while simultaneously enhancing the growth of the teachers in the school and the quality of education for the K-12 students.
The Teacher Resident Program is our flagship program, created with this resident apprentice partnership at its core.
Our Teacher Resident Program for Urban Teaching
As we launch our first Teacher Resident Programs, we are focusing on our community's greatest need - preparing teachers for under-served populations. We are partnering with two of Cleveland's most successful charter schools - recognized at both the state and national levels for their excellence. We are changing the nature of teacher education and invite all of you who are interested and invested in changing the path of education for inner city youth to apply.
Our Distinctive Teacher Resident Model
Conducting a teacher preparation program as a one year, site-based residency is very complex. Some institutions define a residency as synonymous with a long-term student teaching experience. We do not. For our program, the clinical portion of the program, the teacher residency is a dialectical experience that merges the educational theories, ideas and practices taught in the graduate classes with daily work in a classroom over a sustained period of time - the school year. This enables the resident teachers to use the classroom as a learning laboratory where they see, explore and practice what they are being taught. Teacher Residents become part of the classroom; they know the students, see their development, and work with other teachers, school administrators and parents.
By spending a year in the school, these resident teachers also participate fully in the daily life of a teacher. Not only do they work and teach in their assigned classrooms, but throughout the year they attend team meetings, curriculum night, parent conferences, faculty professional development days and the special events that are typical of school life. They come to know the pace of the year and how pull-outs and special events mandate curricular adjustments. Further, as opportunities present themselves, the Teacher Residents may take advantage of the full spectrum of school life and help with such extracurricular activities as school plays, the school newspaper, or assistant coaching. As is possible, the graduate program will help sponsor Residents' attendance of state or national educational conferences held in the community.
Within the context of this residency model, the Teacher Residents are treated by the students, parents and PreK-12 teachers as school teachers themselves. From observer to teammate, the Residents become increasingly involved in all aspects of classroom teaching. From the first weeks of the summer courses, through their classroom placements, to the spring semester where they teach the curriculum they’ve designed - the Teacher Residents continue their apprenticeship and participation in the school community and their journey to become full fledged teachers. It is the goal of the College that the Teacher Residents graduate feeling as though they have gained much of the knowledge and experience typical of one’s first year of teaching.
The master’s program culminates with a comprehensive master’s exam. There are three components to the exam: a written response to the state and national standards for beginning teacher licensure, an oral defense and a portfolio exhibit.
Application Information:
Please contact Christine Totte at ctotte@thenationalteacherscollege.org for more information about the program.
Criteria and materials needed for acceptance:
One of the most promising models for enhancing teacher preparation involves placing teachers-in-training in excellent schools for long periods of time, as a resident in an apprenticeship setting. When PreK-12 schools partner with higher education institutions in meaningful ways, there is an opportunity to provide exemplary teacher preparation while simultaneously enhancing the growth of the teachers in the school and the quality of education for the K-12 students.
The Teacher Resident Program is our flagship program, created with this resident apprentice partnership at its core.
- It can be housed in any qualified school: public, charter, private or religious.
- It is a full-time, site-based program carried out in one year.
- This graduate level program is designed for recent liberal arts graduates, as well as professionals who are changing careers.
- Using medical internships, residencies and clinical psychology programs as models, teacher candidates are placed in a partner school where each Teacher Resident works side-by-side with a master teacher for an entire academic year.
- Successful completion leads to a master’s degree in education and initial teacher licensure in the state where the program is located. Each state's licensing structure is different, but the general licensing areas include early childhood (P-3), elementary (P-5/6), middle childhood (4-9) and high school (grades 7-12).
Our Teacher Resident Program for Urban Teaching
As we launch our first Teacher Resident Programs, we are focusing on our community's greatest need - preparing teachers for under-served populations. We are partnering with two of Cleveland's most successful charter schools - recognized at both the state and national levels for their excellence. We are changing the nature of teacher education and invite all of you who are interested and invested in changing the path of education for inner city youth to apply.
Our Distinctive Teacher Resident Model
Conducting a teacher preparation program as a one year, site-based residency is very complex. Some institutions define a residency as synonymous with a long-term student teaching experience. We do not. For our program, the clinical portion of the program, the teacher residency is a dialectical experience that merges the educational theories, ideas and practices taught in the graduate classes with daily work in a classroom over a sustained period of time - the school year. This enables the resident teachers to use the classroom as a learning laboratory where they see, explore and practice what they are being taught. Teacher Residents become part of the classroom; they know the students, see their development, and work with other teachers, school administrators and parents.
By spending a year in the school, these resident teachers also participate fully in the daily life of a teacher. Not only do they work and teach in their assigned classrooms, but throughout the year they attend team meetings, curriculum night, parent conferences, faculty professional development days and the special events that are typical of school life. They come to know the pace of the year and how pull-outs and special events mandate curricular adjustments. Further, as opportunities present themselves, the Teacher Residents may take advantage of the full spectrum of school life and help with such extracurricular activities as school plays, the school newspaper, or assistant coaching. As is possible, the graduate program will help sponsor Residents' attendance of state or national educational conferences held in the community.
Within the context of this residency model, the Teacher Residents are treated by the students, parents and PreK-12 teachers as school teachers themselves. From observer to teammate, the Residents become increasingly involved in all aspects of classroom teaching. From the first weeks of the summer courses, through their classroom placements, to the spring semester where they teach the curriculum they’ve designed - the Teacher Residents continue their apprenticeship and participation in the school community and their journey to become full fledged teachers. It is the goal of the College that the Teacher Residents graduate feeling as though they have gained much of the knowledge and experience typical of one’s first year of teaching.
The master’s program culminates with a comprehensive master’s exam. There are three components to the exam: a written response to the state and national standards for beginning teacher licensure, an oral defense and a portfolio exhibit.
Application Information:
Please contact Christine Totte at ctotte@thenationalteacherscollege.org for more information about the program.
Criteria and materials needed for acceptance:
- An undergraduate degree from an accredited institution
- A recommended undergraduate GPA of 3.0
- Official college transcript(s)
- Three letters of recommendation from persons who would be able to assess applicant’s ability to succeed in an intensive graduate studies program; one from a professional source and one from a recommender who can speak to the applicant’s aptitude for teaching
- A written essay indicating applicant’s goals, contributions and interests
- Resume
If interested in more information, please contact Christine Totte at the above link or apply by clicking the link below.
Application deadline: February 1, 2024
There is no application fee.
Application deadline: February 1, 2024
There is no application fee.
Teacher Resident M.Ed. Program Courses
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Courses leading to the M.Ed. degree and the Elementary License (grades PK-5/6)
EDE 500 Foundations of Education (3) EDE 502 Instructional Technology (2) EDE 510 Introduction to Human Development and Learning (3) EDE 511 Advanced Studies in Human Development, Learning, Exceptionalities and Mental Health (3) EDE 520 Appropriate Phonics in Integrated Language Arts (3) EDE 521 Reading & Assessment in Early Childhood Education (3) EDE 523 Balanced Literacy (3) EDE 525 Reading & Literature in an Integrated Curriculum (3) EDE 527 Addressing the Diverse Learner (3) EDE 530 Curriculum & Methods I (1) EDE 531 Curriculum & Methods II (3) EDE 533 Curriculum & Methods III (3) EDE 550 Professional Development Seminar I (3) EDE 551 Professional Development Seminar II (3) EDE 560 Teaching Internship Early Childhood (6) Total hours 45 |
Courses leading to the M.Ed. degree and the Middle Childhood License (grades 4-9)
EDM 500 Foundations of Education (3) EDM 502 Instructional Technology (2) EDM 510 Introduction to Human Development and Learning (3) EDM 512 Advanced Studies in Human Development, Learning, Exceptionalities and Mental Health (3) EDM 520 Systematic Phonics in Integrated Language Arts (3) EDM 522 Reading & Assessment in Middle Childhood Education (3) EDM 523 Balanced Literacy (3) EDM 525 Reading & Literature in an Integrated Curriculum (3) EDM 527 Addressing the Diverse Learner (3) EDM 530 Curriculum & Methods I (1) EDM 531 Curriculum & Methods II (3) EDM 533 Curriculum & Methods III (3) EDM 550 Professional Development Seminar I (3) EDM 551 Professional Development Seminar II (3) EDM 563 Teaching Internship Middle Childhood (6) Total hours 45 |
Courses leading to the M.Ed. degree and the High School License (grades 7-12)
EDA 500 Foundations of Education (3) EDA 502 Instructional Technology (2) EDA 510 Introduction to Human Development and Learning (3) EDA 513 Advanced Studies in Human Development, Learning, Exceptionalities and Mental Health (3) EDA 524 Reading and Literacy in the Content Area (3) EDA 527 Addressing the Diverse Learner (3) EDA 540 (A/B) Curriculum, Methods & Content Area Studies I (3) EDA 541 Curriculum and Methods II (3) EDA 543 Curriculum and Methods III (3) EDA 550 Professional Development Seminar I (3) EDA 551 Professional Development Seminar II (3) EDA 565 Teaching Internship: Secondary (6) Total hours 38 |