The “Who” of Teacher Residencies: Preservice Teachers’ Motivations for Selecting a Teacher Residency Program

ABSTRACT

Across the nation, schools and districts are looking for effective and sustainable teacher recruitment and retention strategies. This study examines a teacher residency program throughout four high-needs districts of a year-long teacher residency program. Using three types of data, we collate residents’ responses and present individual case studies regarding their motivations for joining the residency program and the philosophy and attributes they bring with them into the profession. Findings illuminate the types of individuals who choose to enter the profession through this alternative pathway and their motivation for entering the career field.

KEYWORDS:

• Case study
• teacher motivation
• teacher residency

Disclosure Statement

No potential conflict of interest was reported by the author(s).

Ethics Statement

Ethical approval for the current study was obtained through Texas A&M University (IRB2021-0182D)

Notes

1. Unlike residencies, Grow Your Own programs target the recruitment and training of high school students, community members and parents, and paraeducators and school staff to eventually become full-time teachers in their community schools (Gist, 2019, 2021).

2. Pseudonyms are used for all Independent School Districts, participants, and the RM program.

3. It is part of a post-baccalaureate secondary program and has evolved from a previous 2019 and 2020 selective residency program for prospective teachers to teach in a high-need school district for pre-baccalaureate students funded by the state. It supported two successful cohorts where residents signed a 3-year contract with BISD (described below). The current RM is funded by a Department of Education Teacher Quality Partnership grant, which promotes higher education institutions to partner with local, high-need school districts to increase the quality of new teachers.

4. The certification program requires the completion of 21 graduate credit hours, the successful completion of the appropriate state examinations and a full-year public school residency. The candidates will complete the residency requirement through a paid teaching position provided by the partner ISD. The Master of Education in Curriculum and Instruction program is a 36-semester credit program. Candidates earn a teaching certificate plus a Master of Education degree in Curriculum and Instruction (36 credit hours). Students will also have the complete a Master of Education degree in curriculum and instruction with an emphasis on Science Technology Engineering and Mathematics (STEM), Urban Education, or Bilingual Education. All special emphasis areas include coursework on special populations and an emphasis on teaching students with limited English proficiency. Eligible students are those with semesters or less to complete their undergraduate degree or graduates with a bachelor’s degree. Candidates must have a 2.75 minimum overall GPR and complete requisite coursework with cohort peers. The Graduate Certification with M.Ed. program is a cohort program that begins each summer. Students take all courses in the cohort portion of the program during the summer, fall, and spring semesters.

Additional information

Notes on contributors

Megan Svajda-Hardy

Megan Svajda-Hardy, Ph.D. is a Clinical Assistant Professor in the Department of Teaching, Learning, and Culture at Texas A&M University. Dr. Svajda-Hardy’s research focuses on educational policy pertaining to classroom management and student discipline in both teacher preparation and in-service, as well as cultural bias and its impact on discipline through the lens of PK-12 teachers.

Andrew Kwok

Andrew Kwok, Ph.D. is an Assistant Professor in the Department of Teaching, Learning, and Culture at Texas A&M University. Dr. Kwok’s research focuses on classroom management within teacher preparation as well as beginning teacher induction, coaching, and mentoring via the exploration of different support systems and their impact on beginning teacher success and retention.

Valerie Hill-Jackson

Valerie Hill-Jackson, Ed.D. is an Assistant Professor in the Department of Educational Administration & Human Resource Development at Texas A&M University. Dr. Hill-Jackson’s research interests focus on educator preparation, instructional equity and leadership, and counter storytelling for underserved learners and communities.

Shaun Hutchins

Shaun Hutchins, Ph.D. is a Clinical Associate Professor in the Department of Teaching, Learning, and Culture at Texas A&M University. Dr. Hutchins’ research interests include paradigms of inquiry, teacher education and appraisal, and evaluation of online education systems