Guidebooks, research and standards for the residency movement

Starting and running a residency requires planning, strategic decision making, and input and collaboration from multiple partners. The resources, reports, and tools below can help those starting new residencies better understand the road ahead, and they can assist existing residencies develop a strategy for growth and sustainability.

  • About NCTR and What We Do

    Who We Are

    This one-pager gives a high-level overview of NCTR’s work, our purpose, the Network and our impact.





    Our Impact

    This fact sheet dives deeper into the impact NCTR and our Network partners are having in schools and classrooms across the nation.





  • Video Library: The Residency Model's Value Proposition

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    Why is the residency model a better way to prepare new teachers?





    What has been the impact of your residency program?





    How is the value proposition of the residency model different for various stakeholders?



  • Video Library: Resident Recruitment and Selection

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    What are the key components of a rigorous resident recruitment and selection process?




    The Boettcher Teacher Residency in Colorado excels in recruiting and selecting resident candidates. Why do they look for in potential candidates?



    A pipeline of strong resident candidates is crucial to the success of a residency. The Boettcher team discusses how they built their candidate pipelines.


  • Video Library: Teacher Educator Recruitment and Selection

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    Mentor teachers are one of the most important components of the residency model. Executing a rigorous recruitment and selection process is key to serving your residents well.




    Having a strong cadre of effective and inspiring mentors is key to developing residents into classroom ready teachers. How do successful residencies build a strong pipeline of mentor candidates?




    Mentors need to have certain skills and dispositions in order to be effective coaches of young teachers. Residencies talk about the things they look for in mentors when recruiting and developing candidates.




    Successful residencies have learned how to overcome challenges when it comes to recruiting mentors.



  • Video Library: Graduate Professional Development

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    After graduating from a teacher residency, new teachers receiving individualized, ongoing support and coaching for several years. This support is crucial to keeping them in the classroom.




    Residency programs must invest in induction and professional development to ensure their graduates are supported and successful in their high-need schools.




    As teachers transition from residents to new teachers and beyond, their professional development needs change. Residencies must provide differentiated support to their graduates based on those needs.


  • Video Library: Program Partner Development and Selection

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    Whether you represent a district, a non-profit, or higher education, the hallmarks of a successful residency program start with a shared goal and vision for preparing teachers for high need communities.




    Residencies are partnerships between school districts, higher education, and community organizations. All must have a common understanding of their roles and share a vision for developing effective teachers.



  • Video Library: Teacher Educator Professional Development

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    The mentor-resident relationship is the foundation of the residency model. It’s crucial that residency programs provide mentors with professional development so that they succeed in the role of mentor and coach.



    Mentors need to be good teachers of adults. For many, that means learning how to share their classroom and how to give feedback in ways that are actionable.




    New mentors and veteran mentors need different kinds of support and training. Effective residencies differentiate their offerings to meet the needs of each mentor


  • Video Library: The Residency Year Curriculum

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    Residencies in the NCTR Network build their curriculum around the classroom experience and align it to what matters for students. The key components of the residency year ensure that new teachers gain the knowledge and skills they will need to make an immediate impact in the classroom.



    Residencies have a wealth of data on effective teaching, and that helps them identify what residents need to know and be able to do upon graduation. Through practice and research, NCTR and our partners have identified the teaching competencies that residents must master during their residency year.



    The residency model’s focus on clinical preparation sets it apart from all other teacher preparation models. Blending that clinical experience with college coursework is critical to preparing effective, classroom-ready teachers.


  • How to Build an Effective Residency


    Standards for Effective Teacher Residencies

    At NCTR we work with residency programs at all stages of their development, from new start-ups to established programs.  It all starts with our Standards for Effective Teacher Residencies, our guideposts and benchmarks for the creation and development of high performing residency programs. NCTR’s research-based Standards are the only standards of their kind. They incorporate best practices and learnings from the fields of teacher residencies and teacher education, and they result in quality programs that retain effective teachers.


    High Priority Resident Practices

    Starting in 2017, we worked with our residency partners, drawing on their collective expertise to examine how they implement practice-based preparation. In doing this, we learned that a critical first step for virtually all of these programs was to identify a core set of teacher practices and skills aligned to their district’s teacher effectiveness frameworks. We call these practices “High Priority Resident Practices,” because they represent a core set of practices and skills that set future teachers up for early success and support ongoing development.


  • Policy Landscape in the States

    Education Commission of the States

    Thirteen states have created opportunities for teacher residency programs through statute or regulation. See where your state stands.


  • Research and Impact of the Residency Model

    Network Partner Report

    In 2017, NCTR worked with the largest number of programs in our history. Our strategic consulting group supported 14 new or emerging programs, while our Next Generation Network of established teacher residencies grew to 24. In addition, NCTR has partnered with the California State University System to transform the traditional teacher prep programs at seven campuses. Together, these residencies have trained approximately 3,500 teachers to work in high-need, low-income schools. Residency graduates teach close to 200,000 students, and our footprint continues to grow.



    Stakeholder Perception Report

    At the close of the 2016-17 school year, NCTR measured our impact by surveying our key stakeholders—residents, mentors, residency graduates and principals—who responded to critical research questions on student outcomes, teacher evaluations, and recruitment, selection, and retention. In all, 418 residents, 320 mentors, 199 graduates, and 73 principals were surveyed.



    Building Effective Teacher Residencies

    This research report examines the characteristics of two highly successful teacher residency programs in NCTR’s Network—the Aspire Teacher Residency and the Denver Teacher Residency.  Both programs participated in NCTR’s technical assistance programming in order to launch their residencies. Building Effective Teacher Residencies shares findings from a year of extensive observations and interviews with program staff, residents, mentors, principals, and other stakeholders, and provides a comprehensive look at the inner workings of a successful residency program.


    Clinically Oriented Teacher Preparation

    This research report shares examples of innovative, clinically oriented teacher preparation practices happening around the country.  Featuring NCTR partners as well as other traditional and alternative route programs, the report describes how preparation programs are innovating the residency model components and placing practice at the center of how teachers are prepared.  COTP illustrates how preparation providers are transitioning their approach to new teacher development that is more clinically rich and dynamic.



  • Financial Planning for Residencies

    Design for Impact

    The financial challenges confronting new and existing residencies are complex, but they can be overcome with smart, intentional planning and strategic thinking. That’s why NCTR teamed up with Public Impact to develop Design for Impact, a suite of resources to help residencies become sustainable, and to ensure new programs start off on solid financial footing. Design for Impact guides programs as they collect and analyze financial data, helps them understand the importance of cost sharing with partners, and it will help them secure new revenues.


    Design for Impact also has an accompanying Power Point, for presenting its concepts and strategies to staff or partner organizations. Click the thumbnail at left to download the Power Point.




  • Practitioners' Perspectives

    Stakeholders from California–including a district superintendent, a school of education dean, and professors of education–lend their thoughts and opinions on starting a residency program and incorporating a more clinical approach to teacher preparation.




    A classroom teacher gives his perspective on being a mentor and how it has changed his approach in the classroom, while a professor of education discusses the ways in which her school gives mentor teachers training and support.




    Departments of education and school districts are collaborating in new and exciting ways to  ensure that the resident’s clinical experiences are aligned with their collegiate coursework.





  • Case Studies

    The Case Study Project

    In 2015, the National Center for Teacher Residencies set out to illustrate what preparation programs actually do as they transition to a clinically oriented approach; what the move toward practice-based preparation looks like; and what can be learned from programs making that transition. Through three case studies, NCTR digs more deeply into the lessons learned from and the struggles inherent in transitioning to a clinical model.

  • Our Partners

    Our Partners

    We currently work with more than 40 programs and organizations around the country as they work to launch, build or grow their teacher residencies.






  • NCTR Partners by Focus Area


    The list at left identifies NCTR’s partner programs, organized by the specialized content areas of their residency programs. While all NCTR partners address the needs of local, high-need districts, these programs prepare residents in the chronic shortage areas of STEM, Bilingual/English Language Learners, Special Education, Secondary, and Trauma Informed Practices. This is not an exhaustive list of NCTR partnerships.



  • Contact NCTR

    1332 N. Halsted Street, Suite 304 Chicago, IL 60642 312-397-8878

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