Using Improvement Science to Implement and Evaluate a Teacher Residency Program in Rural School Districts

Authors

DOI:

https://doi.org/10.3776/tpre.2022.v12n1p83-104

Keywords:

teacher recruitment, teacher retention, rural education, teacher residency

Abstract

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.

Author Biographies

Leigh Kale D'Amico, University of South Carolina

Leigh Kale D’Amico, EdD, is a research associate professor in the Research, Evaluation, and Measurement Center at the University of South Carolina. Her research focuses on early childhood education, PK-12 curriculum and instruction, teacher preparation, professional development, and student success. 

Hall S. West, University of South Carolina

Hall S. West, PhD, received her degree in Educational Psychology and Research from the University of South Carolina in 2016. She is a Research Associate at the Research, Evaluation, and Measurement Center at the University of South Carolina where she serves as an evaluator for various educational programs and efforts across South Carolina.

Melissa A. Baker, University of South Carolina

Melissa A. Baker, PhD, is clinical assistant professor at the University of South Carolina where she serves as a professor-in-residence at a local middle school. Baker’s research centers on the intersections between clinically-centered teacher preparation, recruitment, induction, and retention within PDS partnerships, primarily in rural settings. 

George J. Roy, University of South Carolina

George J. Roy, PhD, is a professor of middle level education at the University of South Carolina (UofSC). He received a bachelor’s degree in mathematics from Rollins College and a master’s and a doctorate degree in education from the University of Central Florida. Prior to joining the faculty at UofSC, he was a public school mathematics teacher where he earned a National Board of Professional Teaching Standards certification in Early Adolescence Mathematics. Currently, he teaches in the Department of Instruction and Teacher Education. His current research interests include examining uses of technology in mathematics classrooms, preservice teachers’ development of mathematical knowledge for teaching, and university-school district partnerships.

 

Rachelle Curcio, University of South Carolina

Rachelle Curcio, PhD, is a clinical assistant professor in elementary education at the University of South Carolina. Her research is grounded in an inquiry stance and focuses on clinically-centered teacher education and preparing teacher candidates for 21st century racially, culturally, and linguistically diverse classroom contexts.

Kristin E. Harbour, University of South Carolina

Kristin E. Harbour, PhD, is an associate professor of mathematics education at the University of South Carolina. Her scholarly agenda includes: (a) support systems for both general education and special education teachers to advance their ambitious and inclusive mathematics teaching practices, and (b) teacher preparation with a focus on authentic experiences to navigate the complexities of the teaching and learning of mathematics. https://orcid.org/0000-0002-7311-3167

Stephen L. Thompson, University of South Carolina

Stephen L. Thompson, PhD, is a professor in the Department of Instruction and Teacher Education at the University of South Carolina. His research interests center on improving elementary and middle level science education, especially in high-need communities, through reform-based teaching strategies, and the influence of involving preservice teachers in guided curriculum enactment utilizing reform-based approaches within authentic classroom settings.

 

Jessie Guest, University of South Carolina

Jessie Guest, PhD, is a clinical assistant professor at the University of South Carolina. She completed her doctoral studies at the University of South Carolina. She is a Licensed Mental Health Counselor Supervisor as well as a Registered Play Therapist Supervisor. Her research interests and publications consist of social emotional learning, mindfulness and well-being, play therapy, countertransference, and trauma. She currently coordinates the graduate certificate in Play Therapy.

 

Catherine Compton-Lilly, University of South Carolina

Catherine Compton-Lilly, EdD, holds the John C. Hungerpiller Chair at the University of South Carolina. She engages in longitudinal qualitative research. Her interests include examining time as a contextual factor as children progress through school and construct literate identities. She has published widely in academic and practitioner literacy journals.

Amber Adgerson , University of South Carolina

Amber Adgerson is a native South Carolinian, scholar, and educator activist who brings over a decade of practical, public-school experience to the field of academia. She is currently pursuing a PhD in Teaching and Learning at the University of South Carolina and is also the graduate assistant for the Teacher Quality Partnership Grant program, Carolina Transition to Teaching. Guided by her experiences as a former classroom teacher, her research focuses on STEM and teacher education. https://orcid.org/0000-0001-8938-5987

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Published

2022-06-21

How to Cite

D’Amico, L. K., West, H. S., Baker, M. A., Roy, G., 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.v12n1p83-104

Issue

Vol. 12 No. 1 (2022): Theory & Practice in Rural Education

Section

Practice Forum

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Copyright (c) 2022 Leigh Kale D'Amico, Hall S. West, Melissa A. Baker, George J. Roy, Rachelle Curcio, Kristin E. Harbour, Stephen L. Thompson, Jessie Guest, Catherine Compton-Lilly, Amber Adgerson

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