| Abstract: |
As school systems work to recover from the COVID-19 pandemic, states continue to grapple with persistent teacher shortages, a lack of teachers of color in the workforce, and high turnover rates undermining recruitment efforts. Teachers' effectiveness and their likelihood of staying in teaching are strongly influenced by the quality of preparation they receive, and well-designed teacher residencies have been found to support both of these outcomes. Research suggests that teacher candidates who receive their preparation through teacher residencies--which combine comprehensive, financially supported preparation with a post-program service requirement--tend to be retained in their districts longer than other candidates, on average, thereby lowering rates of new teacher attrition and reducing the need to hire more new teachers. This research is based on the initial designs for residencies that guided the federal legislation on residencies and several early state adoptions. States and the federal government are seeking policy strategies to better recruit, prepare, and retain a qualified teacher workforce. To understand the growing evidence and policy landscape, this report begins with an overview of research on the teacher residency model and then describes state and federal policy trends and opportunities supporting teacher residencies. This includes a look across recent efforts in 12 states to fund and grow high-quality, research-aligned residencies: Arizona, California, Delaware, Indiana, Mississippi, Montana, New Mexico, New York, Pennsylvania, Texas, Washington, and West Virginia. |