The Teaching Residents at Teachers College program is intense and demanding. Residents are expected to participate in and complete multiple components while adhering to high academic standards in all coursework and seminars. Teaching Residents are expected to conduct themselves professionally as representatives of the TR@TC program.
As part of the program, Teaching Residents will actively participate in and/or complete:
- Intensive Summer Institute
- Summer Observations
- 14 months of Teachers College coursework
- MA Project
- Integrating Seminar
- Education Rounds
- Community Based Organization (CBO) Assignment
- Alternate placements/assignments
- All required paperwork and documentation
- Certification requirements and procedures
- Job hunting and securing positions
Upon completion of the 14 month Residency program, alumni commit to teaching for at least three years in New York City high-need schools.
TR@TC partners with three distinct Teachers College pre-service teacher preparation programs: Secondary Inclusive Education(SIE), Teaching English to Speakers of Other Languages (TESOL), or Intellectual Disabilities/Autism (IDA). Along with required TR@TC responsibilities,Teaching Residents must select and complete the coursework outlined by their Teachers College pre-service teacher preparation program.
Secondary Inclusive Education (SIE)
Steeped in the philosophy of John Dewey and framed by a progressive tradition, the Preservice Program in Elementary Inclusive Education emphasizes child-centered practices and the social construction of knowledge, and conceives of teaching as complex professional activity necessarily embedded in particular moral, political, historical, economic, and cultural contexts. The philosophy of the program is simultaneously driven by the larger institutional conceptual framework for teacher education programs at Teachers College, which emphasizes inquiry, curriculum, and social justice. We aim, therefore, to prepare teachers.
- To understand teaching as a recursive process of learning/inquiry
- to conceive of themselves as curriculum developers and each of their decisions as curriculum,
- to conceive of their work as vital to working toward socially just schooling in a diverse, pluralistic, democratic society.
We take seriously the responsibility to prepare teachers to be teachers of all children and youth in schools; to that end, we believe that inclusive education is not just about students with labeled disabilities, but rather is fundamentally about all students, and more significantly, about the cultural practices of schooling. Consequently, the full spectrum of challenges of contemporary schooling must be attended to, in order to generate transformative action. We, therefore, necessarily interrogate and work to actively challenge the many socio-cultural, institutional, bureaucratic, and interpersonal ways in which children and their families experience marginalization and exclusion in schools (e.g., on the basis of race, ethnicity, social class, dis/ability, gender, nationality, sexuality, language, religious [non]affiliation, etc.). We simultaneously inquire into how such resistance can be translated into meaningful engagement with existing systems and schooling practices in order to effect change.
We also inquire into and seek to imagine creative alternatives to current schooling practices that frame poor, disabled, or other marginalized children as deserving of test-prep curricula and disciplinary practices based on behavioral control, rather than rich engagement with, and exploration of, the world. Such techno-rational approaches to education that aim to sort students into educational categories and ―apply‖ received wisdom about ―best practices‖ are obviously inadequate to the complexity of the challenges that face the inclusive educator. For this reason, we aim to support our preservice teachers to embrace the inherent ambiguities of teacher work, to fashion their inclusive pedagogies through their own commitments (as advocates for all children and youth) to curriculum inquiry, reflective practice and the pursuit of social justice; and to conceptualize the work of inclusive educators as the complex intellectual, moral, theoretical, and political work that it is.
Teaching English to Speakers of Other Languages (TESOL)
The TESOL and Applied Linguistics (AL) Programs are interested in questions related to the nature of language as a biological, physical, or psychological phenomenon, as well as to questions concerning how language is used by native speakers and language learners as an interactional, social, or cultural phenomenon. The TESOL and AL Programs are also deeply concerned with how first and second languages are learned, taught, and assessed in a wide range of real-world or laboratory contexts.
The Program in TESOL provides students with a solid foundation in the English language so that pedagogical and research questions related to the teaching, learning and assessment of English as a second or foreign language (ESL/EFL) may be formulated, examined and resolved. More specifically, the TESOL Program helps students develop strategies, firmly grounded in theory, research and practice, to teach ESL in the U.S., to teach EFL internationally, or to do research on the teaching, learning or assessment of English as a second or foreign language.
Intellectual Disabilities/Autism (IDA)
All of the programs in intellectual disability/autism are driven by a philosophy of inquiry-driven individualized instruction. They emphasize the development of expertise in individualizing curriculum and instruction across the range of abilities and across educational environments. They are inquiry-driven in the sense that they are based on a scientific/evidence based approach to identifying and evaluating effective approaches to promote the achievement of student goals and objectives. Program content is derived from research and evaluation studies utilizing a range of approaches to inquiry, including applied behavior analysis, experimental and quasi-experimental design, and ethnographic and constructivist approaches. The programs are also designed to encourage reflective practice in conjunction with academic inquiry.
Coursework and practicum experiences are designed to provide students with the knowledge, skills and dispositions needed to negotiate the multiplicity of perspectives found in high-need urban schools. Gaining an understanding of and sensitivity to issues of diversity and social justice has a particular urgency for students in these programs because of the disproportionate representation of specific minority groups classified, under the intellectual disability category label.
The programs in intellectual disability/autism are closely affiliated with the Center for Opportunities and Outcomes for People with Disabilities. The guiding themes of the Center are core values of the teacher preparation programs in intellectual disability/autism.
Diversity. The programs address the issues of disability, race, gender, and cultural, ethnic, and l linguistic diversity as they affect urban students with and without disabilities.
Empowerment. The programs are designed to prepare teachers who can empower students with and without disabilities to control their own lives.
Prevention. The programs are committed to preparing teachers who can effectively prevent the negative outcomes often associated with urban poverty and disability, including reducing vulnerability to victimization and abuse.
Unpaid Internships , as well as research fellowships and assistantships at the Center for Opportunities and Outcomes for People with Disabilities may be available for students in this program, providing financial support and a variety of research and professional experiences.