passing tests back on the ground. Instead of taking courses
up front, residents apprentice alongside a mentor teacher
while they take courses and pass the necessary tests on
nights or weekends. Residents receive either a salary or a
stipend, depending on the program and the school district.
The two approaches break from the traditional training
model in similar ways. Both internships and residencies re-
quire more time in the classroom than the traditional route.
For example, data show that in most residencies student
teachers spend at least 900 hours in the classroom, compared
with 400-600 hours in traditional education programs. And
both pull in older professionals with their evening and week-
end class schedules and offers of salaries and stipends.
While the intern model has been a necessary response
to a crisis, the residency approach has shown the most evi-
dence that it can attract and keep teachers. Two rigorous na-
tional studies of residencies found that higher proportions
of residents than nonresidents are still in the profession at
five years. And having a mentor matters: A 2015 federal study
found that 86 percent of teachers who had a mentor were
still teaching after five years, compared with 71 percent who
didn’t. Another 2014 federal survey found having a mentor
was the most valuable form of assistance a new teacher can
receive.
“I would never want to
sugarcoat and say it’s for
everyone because it’s very
rigorous.”
~ Linda Liebert, intern program director,
Sacramento County Office of Education
All of that has gotten the attention of state leaders. In
the 2018-19 budget, they set aside $75 million for universi-
ties, school districts and county education offices to part-
ner on residencies, the largest investment by any state,
according to one national residency expert. (SCOE itself
doesn’t offer a residency program.)
Locally, the University of the Pacific and Sacramento
State teamed with local districts to win grants. Starting
this fall, UOP is working with Stockton Unified School Dis-
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