In recent years, teacher residency programs have gained significant traction as a promising practice to diversify the workforce, address teacher shortages, and promote educational equity by creating candidate “pipelines” in high-need areas such as Transitional Kindergarten and Kindergarden (TK/K), Special Education, Dual Language Immersion Schools and STEM fields.
These residency programs are robust, year-long teaching programs in which candidates can earn teaching credentials and bi-lingual authorizations. Residencies offer an “earn while you learn” apprenticeship model, where aspiring teachers receive hands-on training in classrooms, mentorship from experienced educators, and financial support to enable candidates to make transition into the teaching profession.
These residency programs are the result of collective action—with school districts, higher education institutions, and community organizations working together to build a sustainable pipeline for educators. By pooling resources and expertise, these stakeholders are able to leverage grants to fund stipends and tuition assistance, making these programs accessible to aspiring educators from underrepresented backgrounds. This collaborative effort not only strengthens teacher preparation but also ensures that these programs remain interconnected and sustainable, ultimately benefiting both the residents and the schools they serve.
San Rafael City Schools Teacher Residency Program: A Success Story
San Rafael City Schools (SRCS) recently celebrated a significant milestone with the graduation of its first cohort from their teacher residency program. This program, a collaboration with Alder Graduate School of Education, successfully prepared 13 teacher residents to step into their roles as full-time educators. Vanessa, a recent graduate of the SRCS Teacher Residency Program and now a 3rd-grade teacher at Bahia Vista Elementary, reflects on her journey:
“Being part of the residency program gave me the skills, confidence, and support I needed to transition from student to teacher. Now, as I step into my new role as a 3rd-grade teacher in the district I grew up in, I feel ready and excited to give back to the community that shaped me.”
This first cohort’s success is a testament to how teacher residency programs bridge the gap between theory and practice. Residents like Vanessa gained real-world experience under the mentorship of seasoned educators, making them well-prepared to handle the complexities of the classroom from the very first day.
Novato Unified School District: Meeting High Needs with Innovation
Meanwhile, the Novato Unified School District (NUSD) has joined forces with Sonoma State University to create the Novato Community Connections Residency Program to attract new teachers from the Novato community and to address the district’s critical need to recruit and train teachers who reflect the diversity of Novato’s students. NUSD’s latest demographic reporting from 2023 revealed that 44% of the students are Latinx, 17% are English Learners, and 39% are socioeconomically disadvantaged. The Novato Teacher Residency program is specifically designed to address these growing needs by preparing “home-grown” educators who are not only skilled in their subject areas but also deeply attuned to the cultural and linguistic diversity of their students and the community.
“The need for a teacher residency program in Novato was clear,” says Rick van Adelsberg, the recruiter for the Novato Residency Program. “With nearly 18% of our student population being English Language Learners, it’s crucial to have well-prepared educators who can meet these students’ needs effectively. This program allows us to cultivate teachers who are not only equipped with the necessary skills but also deeply committed to our community, because they grew up here.”
NUSD is excited about their first cohort of six excellent Residents who have already begun their training at Lynwood and Lu Sutton Elementary Schools. Plans for recruiting their second year have already begun, including two information meetings scheduled for September 16 and 17, 2024.
Alignment with the Educator Diversity Initiative
Both the SRCS and Novato residency programs are prime examples of a “grow-your-own” model of teacher recruitment and support. These models encourage teacher residents to remain and teach in the school districts where they were “grown” after receiving their credentials. This approach aligns strongly with the Partnership’s Educator Diversity Initiative, which aims to increase the percentage of educators of color in Marin to better reflect the diversity of its student population.
The Educator Diversity Initiative envisions that by supporting the infrastructure that creates pathways and support systems for students to become educators, the result will be a more diverse educator workforce. Partners remain committed to supporting these residency programs by facilitating collaboration, sharing resources, and connecting recruitment opportunities across districts. As we continue to work towards our vision of a more diverse and effective teaching workforce, these residency programs are a key piece of the puzzle.
Conclusion
As teacher residency programs continue to expand and evolve, they offer a promising pathway to tackling the pressing challenges of teacher retention and enhancing diversity in the educator workforce. California’s large-scale investment in teacher residencies since 2018 reflects their success, with about 10% of newly prepared teachers in 2021 coming through residency pathways (Fitz, J., & Yun, C., 2024). This growing commitment is a critical step in ensuring that every classroom is led by well-prepared, culturally responsive educators. By targeting high-need areas and cultivating a workforce that reflects the diversity of the student population, these teacher residency programs are laying the foundation for long-term, systemic change in our schools—change that will ultimately lead to more equitable outcomes for all students.
