n WORKFORCE
“(California) is really, I think,
a leader among states in the
strong support that it requires
districts to provide to intern
teachers that they’re hiring.”
~ Tara Kini, director of state policy,
Learning Policy Institute
trict to launch a two-year Accelerated Credential for Edu-
cators residency program that will produce special-educa-
tion teachers. The program targets those already working
in special-education classrooms in roles like teacher as-
sistant who have earned at least 60 hours of college cred-
it. And it’s open to students from other districts willing
to work with the ACE program, says Christina Rusk, UOP
C itizen h otel
assistant professor and special education programs coor-
dinator.
ACE will let working adults offset the costs of going back
to school by integrating program requirements into their
current jobs. Participating districts will let them do their
in-class observation and student teaching, under the guid-
ance of a mentor teacher, in the classroom where they al-
ready work. Courses will be offered in the evening and both
online and in person.
Sacramento State also will offer a residency program
starting in September. Its College of Education is partner-
ing with the Yolo County Office of Education to turn out
special-education teachers and with the Sacramento City
Unified School District to graduate math and science
teachers.
Studies on the effects of residencies on student out-
comes are mixed. In a 2017 survey of principals from 73
participating schools by the National Center for Teach-
er Residencies, nearly all respondents were enthusiastic.
Upward of 90 percent said residents outperformed typical
new teachers, that residencies improved achievement and
student learning, and that they would recommend hiring a
resident to another principal. But a few studies that looked
at student test scores have been less decisive, with teacher
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