Residency Year Overview

Office of Educator Preparation

Residency Year Overview

The Residency Program at ETSU provides students with high standards for candidate performance, project-based learning integrated throughout program of study, restructured curriculum emphasizing practical aspects of becoming a teacher, including using classroom assessment data and TVAAS data to make instructional decisions, and increased integration of technology. This year-long Residency takes place in the classrooms of experienced, instructive mentor teachers. Residency candidates will also have support through University Supervisors to receive ongoing formative assessments that monitor candidates’ progress. Throughout Residency, candidates will complete a summative Teacher Performance Assessment (edTPA) that is modeled after the National Board of Professional Teaching Standards in which prospective teachers demonstrate their knowledge of subject matter, teaching methods, and child growth and development.

The Residency Timeline provides a visual of requirements and deadlines beginning with the Residency application process and continuing through graduation to applying for licensure. 

 

The 3 Residency Components

There are three parts that make up the entirety of the year-long Residency experience: Pre-Residency, Residency I, and Residency II. Each term entails different requirements and expectations oft the Residency candidate. Residency is for all licensure programs, however, different experiences are required based on the licensure area.

  • Pre-Residency (Summer Term II)

    Pre-residency candidates meet and work with their mentor teachers in partnering school systems prior to Residency I. Pre-Residency includes a 50-hour field component and additional coursework. The start date for Pre-residency is the beginning of summer term II at ETSU and is designed to put candidates into the school and classroom before school starts (late July/early August). Candidates are required to continue to complete Pre-residency hours through the last week of Pre-residency, even if they have already met their 50-hour minimum requirement.

    Key Roles:

    • Check emails from faculty, mentors, departments, Office of Educator Preparation, other students, etc. daily and respond to emails in a timely manner.
    • Arrange a set schedule with mentors for the duration of pre-residency to complete 50 field hours (this does not include KAT/RITE candidates). Sign in/out of the school and log field hours weekly in Watermark.
    • Notify mentor teachers and university supervisors BEFORE missing dates that have been scheduled and stay the entire time.
    • Help teachers prepare for the first day of school.
    • Attend district and school wide in-service opportunities and faculty meetings if possible.
    • Attend the first full day of school. If the first day is a half-day then plan to attend the first and second day of school.
    • Actively observe teacher’s interaction with students. (Beginning of the year activities to build relationships with students.)
    • Actively observe teacher’s strategies for planning lessons, activities for instruction and classroom management.
    • Participate in grade level collaborative sessions if possible.
    • Become familiar with content you will be responsible for. (Ex. State standards, classroom curriculum, resources, etc.). 
  • Residency I (Fall Semester)

    Residency I candidates continue to work with their mentor teachers in partnering school systems during the fall semester prior to Residency II. Residency I includes a 135-hour field component and additional coursework. Residency I candidates learn classroom and school demographics and policies while getting to know students and their academic needs. Candidates can also provide individual attention and tutoring to students as needed. In Residency I, candidates will have the opportunity to practice the skills and knowledge connected with their coursework, and observations will be completed by their mentor teachers and supervisors. Coursework will include classroom management, co-teaching, and other instructional strategies. During Residency I, candidates will complete field hours as well as classroom courses at ETSU; therefore, candidates will follow ETSU’s calendar during Residency I. Candidates will complete lesson plans, and will be observed and evaluated by their mentor teachers and university supervisors. Candidates are required to continue to complete Residency I hours through the last week of classes, even if they have already met their 135-hour minimum requirement. Candidates cannot bank hours during Residency I for Residency II.

    Key Roles:

    • Check emails from faculty, mentors, departments, Office of Educator Preparation, other students, etc. daily and respond to emails in a timely manner.
    • Follow ETSU’s calendar during the Residency I semester
    • Arrange a set schedule with mentor teachers to complete 135 field hours throughout the entire semester. Sign in/out of the school and log field hours weekly in Watermark. Try to find time to complete hours during instructional and planning times.
    • Notify mentor teachers and university supervisors BEFORE missing dates that have been scheduled and stay the entire time.
    • Apply skills and knowledge connected with coursework through co-teaching both whole and small groups, classroom management, and other instructional strategies. (Candidates should be participating in some form of co-teaching each time they are in the classroom). Complete lesson plans and observations for mentor teachers and university supervisors.
    • Actively participate in the classroom with mentor teachers and students. (Do NOT work on other assignments, check emails, be on your phone, or study for exams.).
    • Begin planning and working on the  edTPA. Collaborate with mentor teachers about a conceptual topic to teach in January or early February for edTPA. 
  • Residency II (Spring Semester)

    The Residency II semester must be a minimum of 15 full weeks of observation, teaching, and co-teaching (Residency II time is accumulated in weeks NOT hours like Pre-residency and Residency I). This semester must include a placement in at least two different settings. The amount of time spent in each setting will vary according to the candidate’s area of concentration. Candidates will follow the school system’s calendar during Residency II. When not directly teaching, candidates should be assisting and observing in classes, and one period per day should be reserved for preparation and collaboration time with mentor teachers. State regulations prohibit taking additional course work during Residency II (student teaching). Under extreme circumstances, students may be allowed to take one course with approval from the Dean. Additionally, any employment that conflicts with the 15 weeks of Residency II is prohibited. If the candidate has completed all Candidate to Substitute Requirements, they can substitute up to 5 days once they have completed edTPA filming (See Candidate to Substitute Agreement in Residency Handbook). 

    Key Roles:

    • Check emails from faculty, mentors, departments, Office of Educator Preparation, other students, etc. daily and respond to emails in a timely manner. Follow the school district calendar.
    • Report to school when teachers report to work in January and work all day, every day until the last day of classes at ETSU. All absences must be made up at the end of the semester.
    • Daily arrival and departure times should be consistent with your mentor teacher. Sign in/out of the school and log field hours weekly in Watermark.
    • Notify mentor teachers and university supervisors BEFORE the intended absence or late arrival. Notification needs to happen before the school day starts.
    • Attend all events that are required of mentor teachers (Ex. Faculty meetings, before and after school duties, grade level programs, etc.)
    • Complete lesson plans and observations from mentor teachers and university supervisors.
    • Actively participate in the classroom mentor teachers and students. Candidates should be doing some form of co-teaching every day. (This is not a time to work on other assignments including edTPA, check emails, be on your phone, or study for exams).
    • Complete edTPA. Attend edTPA writing and bootcamp days if provided by your program of study.

  • Residency Licensure Guidelines

    Each clinical practice shall provide candidates direct teaching experience with a variety of student populations, including students with diverse learning needs and from diverse backgrounds in at least two (2) settings.

    Early Childhood PreK-3

    Candidates seeking and Early Childhood license will teach in both a PreK/Kindergarten setting and in a grade 1-3 classroom.

     

    Elementary K-5 & ESL Dual License

    Candidates seeking K-5 (K-5) and ESL dual license will teach in two K-5 classrooms while obtaining experience working with ESL mentor teachers and students during their Residency II placements.

     

    Secondary Education 6-12

    Candidates, with few exceptions, seeking 6-12 licensure will teach in both a 7th-8th grade classroom and a 9th-12th grade classroom. Students majoring in disciplines such as foreign language, may receive two 9-12 placements as the content area may not be taught in 6-8 settings.

     

    Special Education Interventionist & Comprehensive K-12 Dual License

    Candidates seeking Special Education Interventionist and Comprehensive K-12 dual licensure will teach in both a comprehensive and interventionist setting in both an elementary and high school placement.

     

    K-12 Areas: Art, Music, Theater, & Physical Education

    Art, Music, and Physical Education Candidates must complete Residency II in both an elementary (K-5) and a secondary placement (6-12). Theater Candidates must complete Residency II in both an elementary (K-8) and a secondary placement (9-12). 

     

    School Librarianship

    Candidates must complete Residency II in both elementary (K-8) and secondary placement (9-12).