Evaluation of the National Center for Teacher Residencies’ Centering Equity Project

SRI is evaluating how the National Center for Teacher Residencies’ Centering Equity project is developing and scaling teacher residencies through a Supporting Effective Educator Development (SEED) grant.

In 2022, the National Center for Teacher Residencies (NCTR) was awarded a 3-year Supporting Effective Educator Development (SEED) grant to support the establishment and expansion of 13 teacher residency programs in Connecticut, Delaware, North Carolina, Tennessee, and Virginia. As NCTR’s research partner, SRI provides ongoing formative feedback to the center and its affiliated residency programs. The grant-funded work focuses on diversifying the teacher workforce and embedding culturally sustaining practices in teacher education.

Project description

The National Center for Teacher Residencies supports teacher residency programs in the United States, aiming to increase diversity in the teacher workforce and develop culturally responsive educators who better serve an increasingly diverse student population. As an external research partner, SRI is conducting an independent study of the NCTR-affiliated residency programs and the use of SEED funds in order to provide formative feedback to the center and its affiliated programs.

NCTR and Teacher Residency Programs

Designed to reduce the systemic barriers that prevent people of color from becoming educators, the teacher residency programs supported by NCTR are recruiting and graduating a higher proportion of teachers of color than traditional teacher education programs. As of 2023, the NCTR network consists of 62 affiliated members that operate 76 residency programs throughout the United States, with close to 400 partner districts and 1,000 training sites for more than 2,200 teacher residents. 

NCTR teacher residency programs have four key elements:

  • Partnerships with education preparation programs and school systems that outline a clear vision for quality teachers 
  • A preservice curriculum that integrates clinical experience with coursework and assignments during the program
  • Resident experiences for preservice teachers to act as co-teachers for at least a full academic year 
  • A mentorship program that connects skilled teachers with residents and outlines a gradual release of responsibility.

Additionally, NCTR has developed Levers for Equitable Teacher Residencies that guide its work, center a commitment to equity, and aim to dismantle the systemic inequalities in school systems.

SRI’s Study of NCTR’s Teacher Residencies 

SRI’s study includes a special focus on the development of residency programs at historically Black colleges and universities (HBCUs). Our study uses a comprehensive, mixed-methods evaluation design that includes: 

  • Interviews with NCTR staff, residency program leaders, teacher residents, mentors, hosting and hiring principals, and graduates
  • Analysis of NCTR-administered survey data from affiliate programs
  • Examination of resident enrollment, completion, hiring, and retention data
  • Document and policy review

Results from SRI’s study will help NCTR improve its support for teacher residency programs and will contribute to the knowledge base regarding teacher residencies and efforts to diversify the workforce. Learn more about SRI’s previous work studying teacher residency programs

Associated team members

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