Residency Schedule & Program Structure

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WE
are a full-time teacher preparation program
with a residency experience and post-graduation induction support

What is the Residency Experience?


Our yearlong teaching residencies begin in late August and follow the schedule of the NYCDOE school year, ending in the following June.

Teaching Residents are paired with Mentor Teachers in TR@TC Partnership Schools and spend four days/week in schools. Mentor Teachers engage, inspire, assist, encourage, and advance the professional learning of Teaching Residents.  Mentor Teachers serve as models of professional conduct and demonstrate excellence in teaching.  Mentor Teachers are committed to learning across the professional lifespan and understanding student and adult development and learning styles, content, pedagogy, educational context, and learning standards. 

Teaching Residents are also paired with Residency Supervisors who act as liaisons between Teachers College and Partnership Schools and are an important resource for both Teaching Residents and Mentor Teachers. Residency Supervisors offer experienced perspectives on curriculum development and teaching practice. In addition, Residency Supervisors work in concert with Teaching Residents to identify specific areas of challenge, strength, and interest. In this way, Teaching Residents participate in their learning as they improve, analyze, and re-think their practice. 

TR@TC is a rigorous and intensive full-time teacher preparation program, which includes a substantial experiential element that incorporates components such as extensive fieldwork in schools, participation in events hosted by educational and community-based organizations, and time spent exploring neighborhoods and communities where students attend school and live. Schedules vary based on the certification program, course schedules, fieldwork, etc., and residents have obligations during the day and in the evening.

The program structure is guided by four instructional pillars that intentionally foster teaching practices integral to becoming an inclusive educator. 

STEM+C Literacy and Enrichment

Designed to build a working knowledge base in STEM+C (science, technology, engineering, mathematics, and computer science) subjects critical gatekeepers for career readiness and college entry. TR@TC is fortunate to collaborate with institutions that offer a myriad of resources in this area that can be used to enhance learning experiences for Teaching Residents and their students.

Instructional Technologies and Assistive Technologies

This pillar is designed to engage Teaching Residents in thinking about and experimenting with how new media, digital tools, and various hard- and software can be used to support and extend (but not supplant) curriculum.

Universal Design for Learning and Inclusive Curriculum

This pillar is designed to equip Teaching Residents with skills needed to use content knowledge to (1) design and implement high quality, rigorous and content-rich curriculum; (2) use formative, varied and authentic assessments to continuously gather evidence about students' understanding and progress to make instructional adjustments that address gaps and support their learning; (3) ensure multiple access points into the academic curriculum so that Teaching Residents can support all learners to meet high standards; (4) differentiate instruction through adaptations and modifications designed to meet the needs of English language learners and students with disabilities. 

Co-Teaching and Co-Planning Across Content Areas, Special Education, and TESOL

This pillar is designed to assist Teaching Residents in developing collaborative habits necessary for teachers who are preparing to work in inclusive settings. This process includes opportunities to co-plan and co-teach with a Mentor Teacher for a full school year and peers in the residency cohort.

TESOL, IDA, MATH, and SCI strands all include a range of 41-46 credit (point) programs of study. Courses vary depending on your program.

Core Courses

The TR@TC program includes four core courses that all Teaching Residents complete. These courses have been created as a sequence and are designed to introduce students to learning and teaching in NYC schools.

Field Work (C&T 4200). This experiential course introduces Teaching Residents to the program and the profession through initial explorations of the four pillars and NYC schools.

Intensive Summer Institute (I.S.I.). Intensive Summer Institute lays a foundational base of knowledge and skills such that residents can be responsive to the students who come to their classrooms, regardless of labels or designations.

Fall/Spring Integrating Seminar (I.S.). Integrating Seminar provides an intellectual space where knowledge, skills, and practical experiences are integrated and connected. This course also emphasizes the practice of deliberate decision-making, recognizing that teachers need to be intentional in how they facilitate their students' learning or themselves.

Our yearlong teaching residencies begin in late August and follow the schedule of the NYCDOE school year, ending in the following June.

Teaching Residents are paired with Mentor Teachers in TR@TC Partnership Schools and spend four days/week in schools. Mentor Teachers engage, inspire, assist, encourage, and advance the professional learning of Teaching Residents.  Mentor Teachers serve as models of professional conduct and demonstrate excellence in teaching.  Mentor Teachers are committed to learning across the professional lifespan and understanding student and adult development and learning styles, content, pedagogy, educational context, and learning standards. 

Teaching Residents are also paired with Residency Supervisors who act as liaisons between Teachers College and Partnership Schools and are an important resource for both Teaching Residents and Mentor Teachers. Residency Supervisors offer experienced perspectives on curriculum development and teaching practice. In addition, Residency Supervisors work in concert with Teaching Residents to identify specific areas of challenge, strength, and interest. In this way, Teaching Residents participate in their learning as they improve, analyze, and re-think their practice. 

After the teaching residency in a TR@TC Partnership School and completing the program and certification requirements, you will be eligible to be hired as a teacher of record and enter TR@TC's Induction Program.

For the first two years of full-time teaching, graduates of the program are paired with an Induction Mentor, an experienced teacher, and can offer support as new teachers become accustomed to their positions. Induction Mentors support Induction Residents in self-directed learning and work with them to build individual and internal capacity as they work to maintain a growth-oriented practice and a commitment to social justice.

In addition to those incorporated into courses, other experiential opportunities are built into TR@TC, such as time spent with museum educators at the American Museum of Natural History and other partner institutions. Teaching Residents also have opportunities to participate in various workshops hosted by affiliates of TR@TC throughout the year. Finally, Teaching Residents can participate in the Global Citizens program during the summer of their first year in TR@TC.

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