Characteristic 2: Authentic partnerships between local educational agencies (LEAs), accredited Credentialing institutions, Institutes of Higher Education (IHEs) such as CSUs, and other organizations exist. 

The following evidence-based indicators should be used for each level of residency development. 

• Residency teams include leaders and decision-makers from IHEs, LEAs, schools, collective bargaining entities, and local communities

• MOU or Partnership agreements between or among all residency partners

• Shared mission, vision, and theory of change for the residency

• Entire residency team– especially decision-makers– reflect the LEA’s and community's unique diversity

• IHEs have the capacity (or a clear plan to develop the capacity) to meet LEA’s hiring needs

• Staffing, roles, and responsibilities are delineated across the residency

• Established norms for collaboration and decision-making

• Collaboratively defined and data-based residency goals and milestones that are revisited over time

Level 3 residencies have established indicators for Level 1 and 2, and are focusing on financial sustainability, mentor effectiveness, alignment of professional learning opportunities across residency programs, resident growth and retention and long-term professional learning. 

Research-Based Evidence and Indicators