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HI Marissa, Thanks for your reply and question!.And yes, we see that they do seem to stay engaged, but what we want to look at now, and are in the midst of a 3 year study on this, is what level of engagement, and if they can maintain an asset based framework.

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Hi Seth,  Thanks for your presentation highlighting the long and effective history of the PDS model of teacher prep. We have a strong PDS program here at Penn State. One question I had for you: some teacher residencies are designed to prepare teachers to work in hard-to-staff schools, both rural and urban, and often involve career-changers motivated to find more meaning in their work by serving in these kinds of schools. How does the PDS movement address issues of place or locality, as in "some places require a different kind of teaching or teacher" (dispositions, etc.) in order to succeed and stay? Would PDS programs agree with this? The few PDS programs I've seen don't necessarily have a mission of place or locality to serve certain kinds of students but, instead, might be seen as preparing teachers for generic locations and places.  Curious about your thoughts on this. Laurence

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Hi Kristien - Thanks so much for sharing the work you are doing to support high quality mentoring in your program.  The Seattle Teacher Residency prioritizes the role of mentors as teacher educators and I really appreciate the language you use around the need to "honor" teachers and their time.  We try to do this by elevating the status of the role, ensuring they get tools to impact their sense of efficacy around the work and consistently getting feedback on the value of our PD and assessing what they feel they need.  Mentors go through an application process and are matched with residents based on activities we implement to determine fit.  We meet with mentors 3 full days in the summer and one day per month throughout the year, and in order to do that, our residents (teacher candidates) sub for their mentors.  It's a great way to have time with mentors, maintain continuity for students, and give residents opportunities to be on their own.  I appreciated the activities you attach to the modules and love that you've been able to put them on-line.  I especially like the reflection on both student impact and their own professional growth - things very important to us as well.  Module 4 is something we definitely need to work on and so your guiding questions for navigating difficult conversations is very useful!  Thanks again for the commitment you and your colleagues are making to mentors you partner with.  Valuing them and providing them with resources to do the work as well as making them feel connected to the program are practices that I believe will generate more interest in taking on the role as well as build the leadership capacity of teachers in our schools!  Again, great to hear about your work!  Marisa

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Hi Janet,  thank you for your thoughtful presentation!  I really appreciate the idea of "The Danger of a Single Story" and the visual representations of your residents' work.  Their expressions of growth with regards to expanding their perspectives of communities to include stories that honor and respect people and places were so inspiring.  And it's wonderful to see how they are embracing and integrating themselves into communities well after completing the program.  Do you see this in your white residents as much as in your resident of color?  Thanks again! Marisa

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Hi Laurence!  Thanks for viewing my presentation and for your thoughts.  We have thought extensively about mentor selection and support and have evolved our professional development for them over the years in a variety of ways.  I didn't have time to dig into it for this session and am happy to talk more if there's interest.  We have a rigorous recruitment and selection process and require mentors to attend PD throughout the year (12 total sessions).  There's definitely accountability measures but we're still working on tools for evaluating effectiveness.  Appreciate your research around this topic!  Marisa

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Hi Marisa,

Thanks so much for the look and insight in the Seattle Teacher Residency. I wanted to share a couple of thoughts:  1) I agree that recruitment is important to focus on a paradigm shift in the district-university partnership. It might actually be the most important step in placing committed and prepared teachers where they are needed most. Like you, I talk about the importance of dispositions in my presentation, and this was more than 10 years ago in UTRs. One set of questions that came up then and may be relevant now:  a) what specific dispositions are sought after and why those? What’s the research base? B) How can you tell a residency candidate has those dispositions? 3) Who gets to decide or determine, and how are those decision-makers held accountable to students and families those residents will eventually serve? 2) I wanted to pick up on an idea in your discussion of preparation: When I studied AUSL and BTR in 2007-2008, there was not a lot of information available about how mentor teachers were selected or recruited in participating UTR schools and how, if at all, they were evaluated or held accountable for their additional role as mentors as well as classroom teachers. Has this issue come up at STR? Laurence

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Hi Janet,  I really enjoyed your presentation and was glad to see the emphasis NLU places on teacher residents entering and experiencing the community.  I see this as an essential component in a teacher training to 1) gain the experience necessary to deepen a resident's aspiration to professional commitment and 2) to address issues you discussed--for example deficit thinking--and other remnants of issues I observed in my work 10 years ago such as rescue. Your presentation made me think of the Cardozo Project (described in the first few pages in Boggess_2008 available on my presentation page). Cardozo was an early 1960's precursor to residencies in which "residents"--college grads fresh out of service experiences such as the Peace Corps, received on-the-job teacher training in Washington DC classrooms. At the end of the instructional day, they went out to work in community organizations and created personalized relationships with their students and families. The program was discontinued too soon for financial and political reasons. Thanks for a current look at this good work!  Laurence

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Thanks for your comments. I spoke with representatives of National Louis University during my sit research and recognized the thought and intention that went in the early design of the university-AUSL partnership. It's great to see NLU still going strong in this work. I too was amazed at the commitment of the residents I interviewed and AUSL's support of them. I am happy to chat more and I will check out The Power of Place.  Laurence

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Hello Anonymous,

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Let me be the first to post. Thanks for a meaningful look at the past, and start up, of 2 major residency programs that are still going strong today. I'm an assistant professor at National Louis University in Chicago/ the university partner for AUSL, and have been  working in the AUSL program for the past 9 years. At NLU we're also partnering for 2 other teacher residency programs - one directly with the Chicago Public Schools and another with the school district in southern Illinois/ East St. Louis: D189. I have been through changes in leadership, funding, partners, and more.  I'm constantly amazed at the commitment of our residents, the dedication of mentors, and the strong faculty and leadership, that have led to the growth of the residency model and our programs. I'd love to chat more about this - and if you want to see some of the AUSL residents' work check out The Power of Place.