University Communications

The Colorado Consortium of Residency Educators (CO-CORE), a unique group of partners across higher education and non-profit organizations in Colorado, has received a $400,000 federal grant from the Institute of Education Sciences (IES) to study what makes teacher residencies effective as a teacher preparation strategy and how to sustainably fund their most important elements.

Teacher residencies, often compared to medical residencies, offer yearlong experiences co-teaching with accomplished teachers as a central part of the preparation of novice teachers. The first of its kind in the country, this study will determine the components of residency programs that serve as quality indicators of teacher effectiveness. Ultimately, the research will provide the state with the capacity to assess the quality of teacher residency programs, follow the transition of residents into the first years of teaching, and evaluate their investment.

As the number of teacher residency programs has grown in Colorado and across the country, the range of preparation approaches has grown as well, raising questions about the quality and effectiveness of these different approaches. This two-year study will analyze data from a range of residency program models from across the state to understand what makes programs effective and determine and provide comparable metrics to understand program success.

The consortium is unique because it brings together a number of cross-sector collaborators who share a commitment to preparing the next generation of new teachers in partnership with school districts.

Principal Investigators

Partners

  • Colorado Department of Education
  • Denver Public Schools
  • Bank Street College of Education, NYC

Consortium Members

  • University of Colorado Boulder
  • University of Colorado, Colorado Springs
  • University of Northern Colorado
  • Metropolitan State University of Denver
  • Public Education and Business Coalition’s Boettcher Teacher Residency Program

“Teacher preparation residencies show great promise, including strong findings that their graduates are more diverse and stay longer in the profession,” said Kantor.  “Clear definitions of residency practices and research evidence to support investment in the model’s critical elements, however, are lacking. This study will help fill the gap in the existing research.”

Kantor and Riley said that the quality of a child’s teacher has been identified as the single most important in-school factor in educational attainment.

“Even in relatively high performing districts, Colorado faces challenges recruiting, preparing, hiring, supporting and retaining highly effective teachers. Without a well-prepared, stable educator workforce, the state will not be able to reach its educational goals,” said Riley. “Teacher residencies provide a balanced approach to teacher preparation that combines classroom-based experience with academics and theoretical foundations to create a comprehensive learning experience. Teacher candidates graduate with skills in what to do, the theoretical understanding of why methods are effective, and the foundational knowledge of how to modify practice when necessary.”

The research is considered the first large-scale project of its kind to bring together collaborators that represent both the institutions where the teachers are trained, as well as the schools in which they teach. Data from this two-year study are expected to inform best practices in teacher training across the country.

This IES award is one of 15 nation-wide grants from the National Center for Education Research (NCER). The nation-wide grants total more than $12 million and are intended to foster partnerships between researchers and practitioners to study education policies, programs and practices.

Written by: Emily Williams

Contact the author: Emily.R.Williams@ucdenver.edu. View more articles by