A Teacher Residency Program at the “Crossroads of Texas”

A Case Study Examining Return on Investment

Authors

  • Valerie Hill-Jackson Texas A&M University
  • Dr. Delic Loyde Hearne ISD
  • Cassidy Caldwell Texas A&M UNiversity
  • Judy Waight Texas A&M UNiversity
  • Sheneria J. Perry Texas A&M University

DOI:

https://doi.org/10.3776/tpre.2024.v14n2p123-153

Keywords:

teacher residencies, rural school districts, teacher turnover, return on investment, human capital theory

Abstract

Located at the literal and figurative crossroads of Texas, Hearne Independent School District (Hearne ISD) and its leadership are faced with the choice to either continue their yearlong teacher residency program (TRP) for novice teachers or suspend it altogether. To aid in their decision-making process, the authors ask: Is the yearlong TRP implemented by Hearne ISD worth the investment? First, in applying the human capital theory, this article ties tangible (financial) and intangible (non-financial) investments and returns for teachers to talent development. Next, a quick review of the related literature supports the discussion and buttresses this paper's return-on-investment (ROI) investigation. Third, a qualitative case study methodology leverages a unique district-level data set and allows an examination of the net return relative to the overall cost of Hearne ISD's investment of its TRP. Finally, a more nuanced understanding of Hearne ISD's specific investments and returns for a resident teacher candidate, compared to a non-resident teacher candidate, simultaneously surfaces alongside an ROI model for TRPs. Consequently, two emergent findings, folded into a discussion on teacher residency-ROI and rural school leadership, are presented herein.

Author Biographies

Valerie Hill-Jackson, Texas A&M University

Dr. Valerie Hill-Jackson, who is a Fulbright Scholar and American Educational Research Association (AERA)/Spencer Fellow, is also an assistant professor of PK-12 Public School Administration in the Educational Administration and Human Resource Development (EAHRD) Department at Texas A&M University. In addition, she is the former Assistant Dean of Educator Preparation and School Partnerships in the College of Education and Human Development (CEHD). With a passion for critical educator preparation, her current research on teacher apprenticeships and residencies, as the principal investigator and grant writer, is currently supported by $31+ million in state and federal funding and includes such projects as (a) the Brazos Valley Teach project, (b) Teacher Education Residency Model (TERM) project, and the (c) LEADERS Project. She is the co-editor of the Journal of Teacher Education (American Association of Colleges for Teacher Education)—one of the leading journals in the field of teacher education. Moreover, Dr. Hill-Jackson has nearly 70 scholarly publications, including white papers, five books, book chapters, technical papers, and peer-reviewed articles to her credit.

Dr. Delic Loyde, Hearne ISD

Dr. Delic Loyde is the Executive Director of the Hearne Education Foundation. She is also a certified Texas Education Agency Lone Star Governance Coach (LSG), and National Student Outcomes Focused Governance Facilitator (SOFG) providing training and continued governance support to school boards, their Superintendents, and senior staff. As a recognized leader in the community, Dr. Loyde has earned designation as a Texas A&M University Fellow of School Enhancement in 2022, Texas A&M Good Neighbor Partnership Awardee in 2023, and the Dean’s Roundtable Awardee in 2024. Dr. Loyde earned a bachelor of arts degree from Angelo State University, a master of education with a focus on principal and superintendent certification from Stephen F. Austin University, as well as a doctorate in educational leadership from the University of Houston. Her additional endorsements include participation in the Harvard Principal Institute for Urban Principals, and the Brown School of Business Executive Education Academy at Rice University. Her current research projects include a focus on school board governance, strategic staffing models, and executive leadership.

Cassidy Caldwell, Texas A&M UNiversity

Cassidy Caldwell has extensive experience in educator workforce development, most notably as the former program aide and strategist for the Teacher Education Residency Model (TERM) at Texas A&M University. Her work supported the development of new pathways into the teaching profession through innovative grow-your-own models. Currently, as the Outreach and Attraction Workforce Manager for BlueForge Alliance, she applies her expertise to workforce development in the submarine manufacturing sector by focusing on recruiting and training individuals for essential roles. Ms. Caldwell’s background in STEM education and workforce development enables her to bridge industries and foster pathways that enhance workforce readiness in both education and manufacturing.

Judy Waight, Texas A&M UNiversity

Judy Waight is a Ph.D. student of human resource development at Texas A&M University. Her research focuses on generational change and well-being in healthcare. As a graduate assistant researcher, she works on a staff mentoring project and has been involved in projects such as the Institute for Healthcare Access project and the Leading Equity Across Diverse Environments with Revolutionary Synergy (LEADERS) grant submission in partnership with Prairie View A&M University and Texas A&M University faculty. Before joining her doctoral program, she worked as a tourism lecturer and instructional design consultant at the University of Belize. She also served as a community change agent for Oceana Belize, The Belize Coalition to Save our Natural Heritage, and Spouses of CARICOM Leaders Action Network. Judy holds a Master of Science in Hospitality Management from the University of Houston and a Master's in Human Resource Education from the University of Illinois at Urbana Champaign.

Sheneria J. Perry, Texas A&M University

Sheneria J. Perry, a native of Houston, TX, is a Ph.D. student at Texas A&M University in the Department of Teaching, Learning, and Culture in the multicultural/urban education program. Ms. Perry also serves as the graduate research assistant for the Journal of Teacher Education. With a passion for supporting educators, she advocates for induction programs that nurture the development of novice teachers—ensuring their longevity in the field of education. As a certified teacher in Texas from an underrepresented community, she sees a necessity for emphasizing the induction of Black pre-service teachers to nurture and equip them for teaching in urban communities. Ms. Perry anticipates being an integral part of growing diversity in teacher education; as a proponent for solution-focused research.

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Published

2024-12-11

How to Cite

Hill-Jackson, V., Loyde, D., Caldwell, C., Waight, J., & Perry, S. (2024). A Teacher Residency Program at the “Crossroads of Texas” : A Case Study Examining Return on Investment. Theory & Practice in Rural Education, 14(2), 123–153. https://doi.org/10.3776/tpre.2024.v14n2p123-153

Issue

Vol. 14 No. 2 (2024): Educator Residencies in Rural Settings

Section

Research Forum

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Copyright (c) 2024 Valerie Hill-Jackson, Cassidy CAldwell, Dr. Delic Loyde, Judy Waight

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