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Paid Internships to Support our Newest Teachers
University of Maine System Collaborative funded through Congressionally Directed Spending earmark supported by Senators Collins and King.
Residency Models
Residency Models
Teacher Residency models are defined as a year long, paid positions, alongside an expert mentor teacher, in collaboration with university coursework (National Center for Teacher Residencies, Learning Policy Institute). In the Maine Teacher Residency project schools we are exploring three models that fit these definitions.
1. Co-Teaching Residency
1. Co-Teaching Residency
The district creates a residency position that is a year-long co-teach in a general education classroom. This model works well for larger classes that allow for more individualized learning and small groups with two adults in the room at all times.
These have paid $18,000-$20,000 for full-time work with no benefits when the candidate is a full-time student in a university program and can receive benefits through the university.
Intensity: high. The resident is full-time in the classroom and pursuing certification courses in the evenings; at the end of the year they are ready to be a teacher of record.
2. General Education Technician
2. General Education Technician
The school administration creates some flexibility in the job description to accommodate the teaching candidate to meet the needs of a university student teaching internship (such as having opportunities to lead teach, plan lessons, participate in all subject areas for K-6 certification, or to participate in multiple sections of a content area course for 6-12 certification).
The resident also fulfills paraprofessional duties and is thus less focused on student teaching compared to the other models.
Intensity: medium. This is ideally a two-year model to allow more time for pursuing courses, and additional clinical practice.
3. Conditionally/Emergency Certified Teachers
3. Conditionally/Emergency Certified Teachers
Conditionally or Emergency Certified Teachers can be supported with summer, after school, or online course work to meet their certification requirements with some job flexibility to allow time for them to meet the demands of teaching and coursework.
Part-time coursework over a couple of years is recommended for this model, which is the most challenging of the three models for the resident.
Intensity: Very High.
All three models can be accommodated in traditional degree granting university based teacher preparation programs with collaborations between the university faculty and school district administrators, which is time consuming. Student teaching requirements of 15 weeks of full-time student teaching for 450 hours can be spread out over a year for year long half day residency positions. Universities can also provide just the courses required for certification through ME DOE Pathway II which does not require any courses or preparation in classroom management, planning, or assessment as are required in teacher preparation programs.
The 020 K-6 certification requires a bachelor’s degree with 24 content credits followed by 27 credits of pedagogical coursework and student teaching or an alternative through pathway II. Masters degree programs range from 30-42 credits and will increase a candidate's salary for their entire career.
The secondary 6-12 certifications require a bachelor’s degree with 24 content credits followed by 12 credits of pedagogical coursework and student teaching or an alternative through pathway II. Masters degree programs range from 30-42 credits and will increase a candidate's salary for their entire career.
Teacher Residency positions are a good tool for school administrators to address various school needs. Administrators have used teacher residency positions to create greater flexibility for instructional coaches to remain in the classroom, mentor a resident to take over the classroom, thereby allowing the coach the flexibility to visit other teachers’ classrooms and schools and coach. Resident positions can help address unusual class sizes by creating the flexibility to create one year positions that can change grade level as the class with a large enrollment progresses through the grade levels. Resident positions can help address the substitute teacher shortage by hiring a resident for a subject area at the secondary level ensuring an additional content qualified adult is available to continue instruction when teachers need to be out.
Questions?
Questions?
Contact teacherresidency@maine.edu to learn more about how we are working to support Maine's newest teachers.
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