Public comments of a negative nature by residency students concerning their placements are considered unethical and unprofessional and may lead to termination of the placement and the residency.
Extenuating or highly unusual personal circumstances involving a resident should be shared in the application process and/or with your relevant Department Head at the time of your Phase III application.
Physical, learning, or psychological disabilities will require formal documentation if accommodation in the placement is requested. Such formal documentation should be provided to the Placement Coordinator in the Office of Teacher Education for inclusion in the Phase III student file.
The Director of Teacher Education reserves the right to make exceptions to this policy in unusual circumstances and with consultation with the appropriate Department Head.
Residency is an exciting part of the teacher education program…another step toward a successful teaching career and the final transition from preservice to inservice! Research from several decades indicates that practicing teachers perceive this experience as the single most valuable experience of their teacher education program.
The student teacher, mentor teacher, Partner School Facilitator, and UW faculty/Consultant comprise an educational team for this culminating field experience. Student teachers gradually assume increasing responsibilities in their assigned classroom(s), experiencing the excitement of teaching and learning as well as meeting the challenges of complex professional expectations. During this semester, student teachers will demonstrate for the other members of the educational team that the outcomes listed in evaluation rubrics have been met. All members (including the residency candidate) of the educational team have responsibilities for this final phase of the teacher education program.
You will collaborate closely with your mentor teacher to plan the Residency semester based on your level of preparedness and the unique context of your mentor teacher’s students and classroom. You may be expected to take a secondary role, the lead role, or team-teach with the mentor teacher, keeping in mind that, above all, the students in these classrooms are the focus of every effort. The student teacher should become more independent as the semester continues and will ultimately assume full teaching responsibility to assure that all outcomes are met. The mentor teacher coaches, provides opportunities for reflection, and consistent feedback throughout the entire semester, including those times when the student teacher takes the lead instructional role. We strongly encourage the mentor teacher to explore all opportunities for team teaching and collaborative pedagogies during the Residency semester.
During the semester, you may visit other classrooms, programs, and schools and you may need to interview teachers and administrators to meet the required outcomes. Since time away from the classroom must be carefully planned to ensure effective teaching and learning for the students in the classroom(s), you will need to schedule closely and communicate well with your mentor teacher to make these arrangements. Ultimately, it is the responsibility of the student teacher to be aware of and meet all evaluation criteria and deadlines. Residency is a full-time job and you will be expected to participate in before or after school activities that your mentor teacher has as part of their regular duties (e.g., staff meetings, parent conferences, professional development workshops, school nights, etc.). We urge you to prepare for this final semester of your program by planning to focus 100% of your time and effort on your Residency experience.
RESIDENCY TIMELINE AND CHECKLIST