Journal of Education & Social Policy

Preparing Teacher Candidates Using a Collaborative Residency Model
Dr. Karen S. DiBella, Dr. Kimberly G. Williams, Dr. Tammie T. Patterson, Mr. Texas Culver, Dr. Amanda Batts, Ms. Abbie McClure, Ms. Staci Fuqua

Abstract
Extensive field experiences can significantly impact the preparation of teacher candidates. Living in a high-stakes era of accountability, education reform efforts have shifted toward educator preparation programs. Such programs are being examined to measure whether they are preparing effective teacher candidates who are ready for today’s classrooms. In fact, the current accrediting body for teacher education programs, Council for the Accreditation of Educator Preparation (CAEP), seeks to advance equity and excellence in education. Institutions of higher education and their partnering local education agencies understand the importance of clinical partnerships, purposeful placements, and reflective practices as they relate to teacher preparation. This study sought to create a pilot teacher residency model in an effort to make continuous improvements to the educator preparation program and prepare highly effective teachers.

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