TY - JOUR
T1 - Using Improvement Science to Implement and Evaluate a Teacher Residency Program in Rural School Districts
AU - D’Amico, L. K.
AU - West, H. W.
AU - Baker, M.
AU - Curcio, Rachelle
AU - Harbour, Kristin E.
AU - Thompson, Stephen L.
AU - Guest, Jessie
AU - Compton-Lilly, Catherine
AU - Adgerson, Amber
N1 - D’Amico, L.K., West, H.W., Baker, M., Roy, G.J., Curcio, R., Harbour, K. E., Thompson, S.L., Guest, J., Compton-Lilly, C., & Adgerson, A. (2022). Using improvement science to implement and evaluate a teacher residency program in rural school districts. Theory & Practice in Rural Education, 12(1), 83-104. https://doi.org/10.3776/tpre.2022.v9n1p83-104
PY - 2022/6/21
Y1 - 2022/6/21
N2 - As teacher preparation paths change and rural areas have opportunities to engage qualified community members in the teaching profession, a flagship university co-developed a teacher residency program with two school districts located in rural communities. Through this partnership, the Networked Improvement Community focused on root causes of recruitment and retention challenges in the rural school districts. Using an improvement science approach, a 14-month residency model was developed to recruit qualified community members to transition to the teaching profession, with a focus on mirroring the diversity of the local community. This study focuses on the development of the residency model and the recruitment of teacher residents for the initial cohort of this alternative teacher preparation program.
AB - As teacher preparation paths change and rural areas have opportunities to engage qualified community members in the teaching profession, a flagship university co-developed a teacher residency program with two school districts located in rural communities. Through this partnership, the Networked Improvement Community focused on root causes of recruitment and retention challenges in the rural school districts. Using an improvement science approach, a 14-month residency model was developed to recruit qualified community members to transition to the teaching profession, with a focus on mirroring the diversity of the local community. This study focuses on the development of the residency model and the recruitment of teacher residents for the initial cohort of this alternative teacher preparation program.
UR - https://doi.org/10.3776/tpre.2022.v12n1p83-104
UR - https://tpre.ecu.edu/index.php/tpre/article/view/812/116
M3 - Article
SN - 2641-7170
VL - 12
SP - 83
EP - 104
JO - Theory & Practice in Rural Education
JF - Theory & Practice in Rural Education
IS - 1
ER -