The Boston teacher residency : district-based teacher education/ created by Jesse Solomon

By:

Solomon, Jesse [author]

Material type: Text

TextSeries: Journal of teacher education ; Volume 60, number 5Thousand Oaks : Sage, 2009Content type:

text

Media type:

unmediated

Carrier type:

volume

ISSN:

00224871

Subject(s):

Teacher residencies -- Teacher recruitment -- School districts

LOC classification:

LB1738 JOU

Online resources:

Click here to access online

Abstract: This article describes an effort to create a coherent teacher recruitment, preparation and induction program in a large urban school district, based in part on the medical residency model. The article argues for several core principles in the creation of such a program: a) the program serves the school district, b) the program is structured to blend theory and practice, c) the program emphasizes the selection, recruitment and support of the mentor teacher and treats the mentors as teacher educators, d) the program creates an aligned set of induction supports which extend for the first three years of the new teacher’s career, e) the program treats student achievement as its ultimate outcome.

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Holdings
Item type	Current library	Call number	Vol info	Status	Notes	Date due	Barcode
Journal Article	Main Library - Special Collections	LB1738 JOU (Browse shelf(Opens below))	Vol. 60, no.5 (pages 478-488)	Not for loan	For in house use only

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Previous	LB1738 JOU Revitalizing teacher education by revisiting our assumptions about teaching/	LB1738 JOU Re-culturing teacher education : inquiry, evidence, and action/	LB1738 JOU A pluralistic approach to the revitalization of teacher education/	LB1738 JOU The Boston teacher residency : district-based teacher education/	LB1738 JOU Teacher education for the schools we need/	LB1738 JOU The work of teaching and the challenge for teacher education/	LB1738 JOU Grounded : practicing what we preach/	Next

This article describes an effort to create a coherent teacher recruitment, preparation and induction program in a large urban school district, based in part on the medical residency model. The article argues for several core principles in the creation of such a program: a) the program serves the school district, b) the program is structured to blend theory and practice, c) the program emphasizes the selection, recruitment and support of the mentor teacher and treats the mentors as teacher educators, d) the program creates an aligned set of induction supports which extend for the first three years of the new teacher’s career, e) the program treats student achievement as its ultimate outcome.

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