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Building Sustainable Funding for Teacher Residency Programs.

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Title: Building Sustainable Funding for Teacher Residency Programs.
Authors: Finster, Matthew1, Fermanich, Mark2
Source: Journal of Education Human Resources. Jul2024, Vol. 42 Issue 3, p446-451. 6p.
Subject Terms: *Teacher education, *School districts, Finance, Resource allocation, Reinvestment
Abstract: Schools across the U.S. are facing substantial challenges filling positions (Bleiberg & Kraft, 2022) and are considering solutions to address potential teacher shortages. As of 2022, almost half of the States in the U.S. create or support teacher residency programs (TRPs) through statute or regulation (Education Commission of the States, 2022). TRPs are a structured, alternative mode of entry into the education profession that combines coursework in education with extensive on-the-job training, modeled after medical residencies (Guha et al. 2016; Silva et al. 2014). To fulfill its promise, TRPs need to be organized and funded to offer living stipends to attract high-quality candidates with diverse backgrounds and experiences while providing them with intensive preparation. In this commentary article, we discuss "4 Rs" of sustainable funding: Reallocation, Reduction, Reinvestment, and Realignment. The literature suggests that most of the needed resources are already in the system, but they need to be realigned and reapplied. This transition can occur through cooperation and collaboration among state policymakers, EPPs, and local school districts. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Education Human Resources is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Building Sustainable Funding for Teacher Residency Programs.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Education+Human+Resources%22">Journal of Education Human Resources</searchLink>. Jul2024, Vol. 42 Issue 3, p446-451. 6p.
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  Data: *<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22School+districts%22">School districts</searchLink><br /><searchLink fieldCode="DE" term="%22Finance%22">Finance</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+allocation%22">Resource allocation</searchLink><br /><searchLink fieldCode="DE" term="%22Reinvestment%22">Reinvestment</searchLink>
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  Data: Schools across the U.S. are facing substantial challenges filling positions (Bleiberg & Kraft, 2022) and are considering solutions to address potential teacher shortages. As of 2022, almost half of the States in the U.S. create or support teacher residency programs (TRPs) through statute or regulation (Education Commission of the States, 2022). TRPs are a structured, alternative mode of entry into the education profession that combines coursework in education with extensive on-the-job training, modeled after medical residencies (Guha et al. 2016; Silva et al. 2014). To fulfill its promise, TRPs need to be organized and funded to offer living stipends to attract high-quality candidates with diverse backgrounds and experiences while providing them with intensive preparation. In this commentary article, we discuss "4 Rs" of sustainable funding: Reallocation, Reduction, Reinvestment, and Realignment. The literature suggests that most of the needed resources are already in the system, but they need to be realigned and reapplied. This transition can occur through cooperation and collaboration among state policymakers, EPPs, and local school districts. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Education Human Resources is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.3138/jehr-2023-0043
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        Text: English
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      – SubjectFull: Teacher education
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      – SubjectFull: School districts
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      – SubjectFull: Finance
        Type: general
      – SubjectFull: Resource allocation
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              Text: Jul2024
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