Supporting the Arkansas Department of Education in Understanding the Characteristics of Effective Statewide Teacher Residency Programs

Abstract

We partnered with the Arkansas Department of Education to investigate contexts around teacher preparation programs and their ability to implement a statewide residency model in accordance with the requirements of the Arkansas LEARNS Act. This is a qualitative study with focus groups, interviews, and a questionnaire surrounding contextual factors that may impact a situated implementation of this new policy. Overall, findings suggest that clarity and definition of terms, the ability to support residents financially, and providing explicit guidance and procedures to residents, mentors, district partners, and institutions of higher education are necessary steps.