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Tennessee Board of Regents Teacher Education Redesign:

The University Teaching Residency

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)

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

ProgramTeaching Residency Program• Foundation in content expertise• Focus on outcomes• Rich and rigorous clinical

experiences• Experienced, effective mentors• Partnerships to serve schools• Valid performance assessments

Public SchoolsHigh quality instruction

Focus on student achievementCollaborative

decision making

Arts and SciencesHigh quality content

preparationModeling of effective

practicesCollaborative decision

making

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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 IMonths One and Two Month Three Month Four

Block Scheduling

Two days per weekOrientation to schoolsPBL groupsObservationsDemonstrations

Three days per weekPBL groupsNeeds-based interactions with students

Four days per weekPBL groupsNeeds-based classroom and school activitiesPBL assessments

Intensive Mentoring

Lectures as appropriate

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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

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 Governor’s Office Tennessee Legislators Tennessee State Board of Education Tennessee State Department of

Education NCATE AACTE

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Contact InformationDr. Paula Myrick Short, Vice Chancellor for Academic AffairsTennessee Board of RegentsEmail: Paula.Short@tbr.eduPhone: 615.366.4411

Dr. Kandi Hill-Clarke, Assistant Vice Chancellor for Academic AffairsTennessee Board of RegentsEmail: k.hill-clarke@tbr.eduPhone: 615.366.3948

Dr. Rick Short, Associate Dean and TQI Assessment CoordinatorMiddle Tennessee State UniversityEmail: rshort@mtsu.eduPhone: 615.898.2955