Join Us!
California Teacher Residency Conference Series
Interested in or currently building a teacher residency?
Planning to expand an existing teacher residency?
Considering applying for state teacher residency funding?
The CDE Foundation, Learning Policy Institute, and ConsultEd Strategists along with California education funders are excited to present the  California Teacher Residency Conference Series across the state. Participating teams will:

  1. Learn how teacher residency programs can address teacher shortages and help build a strong, stable, and diverse teacher workforce in your region;
  2. Learn the components of a quality teacher prep residency; and
  3. Start creating a plan to launch, improve, or scale a residency.

Teams should consist of representatives from local educational agencies and teacher preparation programs who are interested in or currently building teacher residencies. Teams are also welcome from existing residencies that are looking to expand. Teams may also include LEA partners from local unions or community-based organizations. Please register each of your team members (up to three) at the same time by Friday, November 2, 2018 .
San Francisco
Tuesday, November 13, 2018
9 am – 5 pm

Los Angeles
Wednesday, November 14, 2018
9 am – 5 pm

Thursday, November 15, 2018
9 am – 5 pm
What is a teacher residency?

Building on the medical residency model, teacher residencies provide a pathway to teacher certification grounded in deep clinical training. Residents apprentice alongside an expert teacher for a full academic year. They take closely linked coursework from a partnering teacher preparation program that leads to a credential at the end of the residency year. They typically receive financial support (e.g., living stipends and/or tuition support) as they learn to teach; in exchange, they commit to teach in the district for 4 years beyond the residency.

How do schools benefit?

This model fosters tight partnerships between LEAs and teacher preparation programs. Residencies recruit teachers to meet district needs in shortage fields. Then they rigorously prepare them, and keep them in the district. Research on the impact of the residency model suggests that teachers who are trained through a residency program are:

  • On average more racially diverse than other new teachers.
  • Much more likely to stay in teaching, especially in the high-need districts that sponsor them.
  • Effective in the classroom, as judged by principals who hire them and through evidence about their students’ performance.