Residency

Clemmer College

Residency Year

About Residency

Residency is the time when teacher candidates have opportunity to display and strengthen their commitment to the personal and professional qualities included in the Conceptual Framework of Clemmer College. Teacher candidates are guests in the school systems where they are working; however, they have much to offer and can contribute greatly to the learning community.

Residency is a highly regulated professional year and failure to follow guidelines could jeopardize documentation required for a teacher candidate’s application for a teaching license.  The Residency experience is guided by principles and strategies prescribed by current research and theory in pre-service teacher education. This important experience is supervised by qualified university faculty members and mentor teachers, referred to as mentors. 

It is critical to view the Residency experience as a professional growth process. It is one more step on the life-long journey of becoming a professional educator. Like all learners, teachers will enter this experience at various developmental stages, but all teacher candidates will have completed content specific curriculum and methods courses related to their endorsement area. Additionally, some will have had experience working with children in a school setting, while others’ experience will have been limited to the required pre-Residency field hours.

Candidates are assigned two mentors in accredited PreK-12 schools. Mentors are master teachers and important components of this culminating education experience. They provide models of effective practice, caring professionalism, and critical thinking. They also provide resources, and support and evaluate the teacher candidate.

  • Residency Timeline

    The Residency Timeline provides a visual of requirements and deadlines beginning with the residency application process and continuing through graduation to applying for licensure.

  • Residency Overview

    Pre-Residency:

    Pre-Residency candidates meet and work with their mentor teacher in partner school systems prior to Residency I. Pre-Residency includes a 50-hour field component and additional coursework. The start date for Pre-Residency varies by school system and is designed to put candidates into the school and classroom before the beginning of school in late July/early August.

    Residency I:

    Residency I candidates meet and work with their mentor teacher in partner school systems during the fall semester prior to Residency II. Residency I includes a 135-hour field component and additional coursework. Residency I candidates learn school and classroom demographics and policies while getting to know students and their academic curriculum needs. Candidates can also provide individual attention and tutoring to students as needed. Candidates will have the opportunity in Residency I to practice the skills and knowledge connected with their coursework and observations will be completed by their mentor teacher and supervisor. Coursework will include classroom management, co-teaching and other instructional strategies. During Residency I, candidates will complete field hours as well as classroom courses at ETSU; therefore, candidates will follow ETSU’s calendar during Residency I. Candidates will complete lesson plans and will be observed and evaluated by their mentor teacher and ETSU Supervisor. Candidates cannot bank hours during Residency I for Residency II.

    Residency II:

    The Residency II semester must be 15 full weeks of observation, teaching, and co-teaching. This semester must include a placement in at least two different settings. The amount of time spent in each setting will vary with the candidate’s area of concentration. When not directly teaching, candidates should be assisting and observing in classes, with one period per day being reserved for preparation time and time to collaborate with the mentor teacher. During Residency II, candidates may NOT serve as substitute teachers, unless the district is participating in the Candidate to Substitute program and candidates have completed the training requirements. Candidates will follow their school system’s calendar during Residency II.

    Residency Seminar:

    Seminar is a class that meets one evening per week during Residency II. During seminar, the components of the edTPA will be reviewed, completed, and submitted for grading. The edTPA is a nationally normed, performance-based assessment for pre-service teachers.

  • Guidelines for Residency Placements

    PreK-3
    • Early Childhood majors will teach in both a PreK/Kindergarten setting and in a grade 1-3 classroom.


    Elementary K-5
    • Candidates seeking K-5 licensure will teach in both a K-2 classroom and in a 3-5 classroom.


    Secondary Education 6-12
    • Candidates, with few exceptions, seeking 6-12 licensure will teach in both a 7th-8th grade classroom and a 9th-12th grade classroom. Students majoring in disciplines such as foreign language, which is often not taught in the middle grades, are not required to have experiences at that level.


    K-12 Areas: Art, Music, Special Education, Physical Education
    • Candidates must complete Residency II with both an elementary and a secondary placement.


    **The Office of Educator Preparation will determine a date for candidates to switch from the first placement to the second placement.

  • Responsibilities of Residency Candidate

    Syllabi: Read and become familiar with the Residency Seminar syllabus.

    Introduce Yourself: Once you receive confirmation of your residency placement, you should contact your mentor teacher by email to set up a time for you to become acquainted with your assigned school, mentor teacher, and principal. It is likely that you will have questions, and the best assurances may be gained by a visit to the school. On your first visit, make sure you stop by the office and introduce yourself to the principal and office staff. During this visit, you will learn about courses you will be teaching, the textbooks you will use, and perhaps the content you will be expected to cover. If possible, you may wish to borrow copies of the texts, teacher’s manuals, and course outlines. In addition, you will want to ask for copies of the school’s teacher and student handbook. These handbooks will describe school policies, daily schedules, records, reports, and the school calendar. Finally, be sure to let your supervisor know when you have contacted your mentor teacher.

    Additional Responsibilities: In addition to the requirements of the Residency Seminar, candidates are responsible for maintaining records including:


    •Candidate checklist

    •Recording AttendanceoSign in electronically at the front office upon arrival and departure oAttendance should be logged daily in LiveText

    •Candidate activities should be logged in LiveText•ETSU supervisor observations Log

    •All lesson plans observed by either mentor or supervisor

    •Teacher Performance Assessment submission (edTPA)

    •All mentor evaluations•All supervisor evaluations

    •Any additional ideas, handouts, test samples, pictures, parent letters, etc.


    The required checklists, logs, and forms can be found at the end of the residency section of the handbook and online.

    Seminar/Meetings: Attend all meetings arranged by your school, supervisor, and Clemmer College. These include, but are not limited to, PTA meetings, faculty meetings, and meetings with your supervisor.

     

    • Assessment

      Just as the residency candidate assesses student performance based on achievement of goals, the residency candidate will be assessed.


      Formative:  Mentor and Supervisor Lesson Plan Evaluations
      Supervisor TEAM Observations
      Informal Teaching Evaluation
      Summative: Teacher Performance Assessment (edTPA)
      Educator Disposition Assessment (EDA)
      Assessment of Program: Candidate Evaluation of Program (LiveText) Field Supervisor Evaluation Mentor Teacher Survey

      The Educator Disposition Assessment (EDA)

      The residency candidate’s disposition will be measured throughout their educator preparation program. Students complete a self-assessment at the beginning and end of their residency year, and are assessed by their supervisor and mentor teacher at the end of Residency I, and at the end of Residency II. This assessment can be found at the end of the residency section and online. The Tennessee

      Educator Acceleration Model (TEAM)

      The residency candidate will be observed and receive thorough feedback using the TEAM evaluation model, a teacher evaluation tool used throughout districts in Tennessee. Students will be evaluated by the university supervisor during the first part of the semester in Residency I and mid-semester before the second placement in Residency II. These assessment tools can be found at the end of the residency section and online.

      The edTPA

      In order for a Teacher Candidate to demonstrate proficiency and readiness to teach, he/she should strive for a score of 45 with at least an average of 3 on each of the 3 tasks. Although the college encourages the proficient score (45), it is the state qualifying score which needs to be met in order to be eligible for a Tennessee Teaching License. Students are required to upload on the date specified by Clemmer College. Any deviation from this date requires documentation of extenuating circumstances. The request must come in writing at least a week prior to the specified upload date and must be approved by the students’ Seminar Leader, Department Chair, Associate Dean of Educator Preparation, and the edTPA Coordinator. Further, failure to upload on the specified dates may result in the loss of a letter grade, disqualification from participation in the Pinning Ceremony, and the receiving of awards associated with edTPA performance.

      Candidates who have a disability that could impact their completion of the edTPA must share this information with their Seminar Leader by the second week of classes. Candidates should be mindful that to become licensed, they need to reach Tennessee’s current qualifying score. If a candidate does not meet Tennessee’s Qualifying Score, then a Retake Committee will be convened to determine the best route for remediation, retake, and resubmission. The Retake Committee will be comprised of the individual candidate’s Supervisor, Seminar Leader, Program Coordinator or Department Chair, the Director of Field Experiences and Residency, and the edTPA Coordinator. The Retake Committee will recommend a course of action: graduation without licensure, an Incomplete with a delayed graduation, or a complete repeat of the Residency II experience. This recommendation will be made after a close review of the score report, guidelines from SCALE, available resources, and the individual needs of the student.


      Students wishing to appeal a Retake Decision must do so in writing within 5 school days of the date of the recommendation. Students should appeal in writing to the Office of the Dean.


      Although Clemmer College pays the fee to Pearson for candidates’ initial edTPA, candidates should be aware that they will bear the financial burden of any future edTPA submissions to Pearson.

    • Attendance

      During Pre-residency, the candidate will complete field hours and seminar. Candidates will arrange a schedule with their mentor to complete their 50-hour field component. Candidates are encouraged to attend district and school based in-service sessions and can count this time toward their required field hours. Candidates should plan to attend the first day of school.


      During Residency I, the candidate will complete field hours as well as classroom courses at ETSU; therefore, candidates will follow ETSU’s calendar during Residency I. Candidates will arrange a schedule with their mentor teacher to complete their 135-hour field component.

      During Residency II, the candidate is required to observe the same daily schedule as that set by the Board of Education for that school. Candidates follow public schools’ vacation days, not ETSU’s, (with the exception of seminar).

      A careful record of attendance, time of arrival, and time of departure should be kept in Livetext, as well as, candidates are required to sign in/out at the front office of their assigned school. During Residency II, all absences must be made up.
      Absences/Tardiness
      If a residency candidate must be absent or tardy, he/she is expected to notify the school, mentor, supervisor and seminar leader before classes begin. Failure to do so is a serious breach of professional responsibility.

    • Activities

      During Pre-residency and Residency I, students are encouraged to attend school functions, meetings, etc. and can count these events toward their field hour component.


      During Residency II, the candidate is required to attend all school functions, such as PTSA (Parent Teacher Student Association) meetings, staff meetings, homeroom activities, clubs, bus duties, and in-service meetings. The mentor teacher has the legal responsibility for students.

      All residency candidates are highly encouraged to attend Education Job Opportunities held at ETSU. Information will be supplied before each career fair. This is counted as an excused absence during Residency.

     

  • Tennessee Mandatory Reporting

    All members of the University community are responsible for compliance with Tennessee laws on mandatory reporting of child abuse and child sexual abuse. Go to the Tennessee Department of Children’s Services website  to find out more information on how to identify and report child abuse and child sexual abuse.

    University students placed in school districts should proactively ask the field experience and residency site for the school’s procedures for mandatory reporting and adhere to those reporting structures when possible. 

    View full Mandatory Reporting protocol here.

     


 

 

 

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