@article{bf1b22d29cc94005a647e61006ae9f4c,
title = "Lessons from a teacher residency",
keywords = "Diverse classrooms and schools, Professional development, Supported, Teacher effectiveness and evaluations",
author = "{Lin Goodwin}, A. and Rachel Roegman and Reagan, {Emilie Mitescu}",
note = "Funding Information: The program we've worked with, Teaching Residents at Teachers College (TR@TC), is an 18-month master'sdegreeprogramthatleadstoNewYorkStateteachercerti cationinspecialeducation(grades7– 12), Teaching English to Speakers of Other Languages (TESOL, K–12), and science (7–12). Started in 2009 by Teachers College, Columbia University and funded in part by a Teacher Quality Partnership Grant from theU.S.DepartmentofEducation,TR@TCwasdesignedspeci callytoprepare—andretain—excellent secondary teachers for New York City public schools. In keeping with the origins and mission of Teachers College, the program envisions teachers as social justice advocates, thoughtful intellectuals, deliberative andre ectivepractitioners,andcollaborativeteacher-leaderswhostriveforequitableeducationforall children. But it also emphasizes the importance of moving from rhetoric to substance and action. The program is driven by the philosophy that good teaching can and must be learned, that learning to teach is developmental and ongoing, that teachers learn in community, and that a positive, justice-oriented mindset is inadequate without deep instructional knowledge and skill.",
year = "2018",
month = may,
language = "English (US)",
volume = "75",
pages = "62--67",
journal = "Educational Leadership",
issn = "0013-1784",
publisher = "Association for Supervision and Curriculum Development",
number = "8",
}