From “Outsider” to “Bridge”: The Changing Role of University Supervision in an Urban Teacher Residency Program

Abstract

This qualitative research study investigated a faculty liaison (FL) model, an alternative to traditional field supervision implemented in an urban teacher residency (UTR) program. In the FL model, professors teaching in the UTR program were assigned to school sites rather than individual teacher candidates to observe and provide feedback, evaluate teacher candidate performance, and connect coursework and classroom practice. Results indicate strong support for the continuation of the FL model in lieu of traditional supervision. Specifically, the FL model supported teacher candidate learning, both in the field and in university coursework; and enhanced school-university collaboration. The authors provide an analysis into the FL model and recommendations for integrating full time faculty into school-based portions of teacher education.

Additional information

Notes on contributors

Wendy Gardiner

Wendy Gardiner is an associate professor in the Reading and Language program at National Louis University. Her research interests include mentoring and induction, and urban teacher education.

Janet Lorch

Janet Lorch is an assistant professor in the School of Teacher Preparation at National Louis University. Her research interests include urban teacher residencies and faculty roles in schools.