Last week, NCTR introduced “The Case Study Project: Clinically Oriented Teacher Preparation” (Case Study Project), a complement to NCTR’s “Clinically Oriented Teacher Preparation” (COTP) paper released in 2015. While COTP gave us an opportunity to examine how teacher preparation programs adopt the clinically focused components of the residency model to innovate and improve their programs, the Case Study Project took this examination a step further, opening up a window to the work and allowing us to document each bump in the road, each small-but-mighty victory and each step in between. These case studies offer a rare glimpse into the day-to-day workings of our partners, and provide key insights for both emerging and veteran programs as they grapple with the complexities of implementing clinical preparation.

screenshot-2016-09-20-14-58-27Featuring the Heritage University Residency Program (HU), the New Visions for Public Schools-Hunter College Math and Science Teacher Residency (MASTER), and the Fresno Teacher Residency program (FTR), the Case Study Project highlights three very different program contexts across the country.

Designing Sustainable Clinical Programs: A Study of the Heritage University Residency Program illuminates the successes and sustainability challenges that accompanied the program’s work to rethink the nature of the clinical experience in a rural setting.

Building STEM Teaching Capacity in Novice Teachers: A Case Study of the MASTER Teacher Residency details MASTER’s efforts to reimagine their coursework, pedagogies, and pathways to prepare high-quality novice math and science teachers for public schools in New York City.

Developing an Authentic Partnership to Transform a District’s Human Capital Pipeline: The Fresno Teacher Residency explores the joint efforts of Fresno Unified School District and California State University-Fresno to improve STEM teacher preparation and development, and illustrates the efforts of the programs to establish a long-lasting partnership that will continually meet the needs of their students and communities.

The practice-to-policy approach employed by all three programs offers insights to school districts, universities and nonprofits exploring the residency model in their own communities. NCTR is grateful to our friends at HU Residency Program, MASTER and the Fresno Teacher Residency who so generously lent their time and insights to this project – we learned so much from you!