Year Long Residency

Concord utilizes the year-long residency model for teacher candidates in the final year of their program. Concord believes that by providing practical classroom learning, the candidate will be afforded stronger support in the initial phase into teaching. The year-long residency is also guided by principles and strategies prescribed by current research and theory in an innovative model for preparing teachers. It is critical to view this experience as a professional growth process. The full year residency is central to the development of novice professional teachers who are effective in the classroom, reflective in their practice, and leaders among their peers. It is one more step on the life long journey of becoming a professional educator.

Collaboration among the teacher candidate, the cooperating mentor teacher and the university supervisor is essential to a successful year-long residency. Candidates in the year-long residency are guests in the school systems where they are working. However, they have much to offer and can contribute greatly to the learning community. Each teacher candidate, university supervisor, cooperating teacher and school principal assumes an important role and responsibility, all of which are articulated in the Department of Education Handbook. Ultimately, the professional judgment, collaboration, and integrity of all involved participants serve to guide the experience. All candidates have completed content specific curriculum and methods courses related to their endorsement area(s). However, like all learners, teacher candidates will enter this experience at various developmental stages. The progression of this experience generally begins with planned observation, followed by participation in the classroom and then in the broader school community. The year-long experience, while primarily intended for the development of the teacher candidate into a highly qualified professional teacher, is also viewed as mutually beneficial to all participants, including university faculty, university supervisors, cooperating teachers, and the P-12 students in the classrooms of our teacher candidates

As a part of this model, co-teaching is an important component. Friend and Cook (1996) have identified research which supports two teachers working together in the classroom to promote student learning. It is Concord’s belief that co-teaching offers benefits to students and teachers. It is our goal for the mentor teacher and teacher candidate to form a relationship whereby they can effectively co-teach effectively.

Candidates are evaluated by their university supervisor and cooperating mentor using the Danielson Framework for Teaching during both Residency Part I and Residency Part II. Candidates’ professional dispositions are evaluated by their course professor and university supervisor using the Educator Disposition Assessment (EDA) during both parts of the Year Long Residency

Resources and Forms

Partner Schools

Concord University is involved in a collaborative with local public schools. The Partner Schools are designed to prepare future educators, to provide current educators with ongoing professional development, to encourage joint school-university faculty investigation of education-related issues, and to promote the learning of P-12 students. The Partner Schools, structured as a network that includes University and public school faculty, parents, and community partners, seek to improve teacher education and meet professional development needs and goals as identified by public school faculty.The partnership collaborative provides the bridges that connect Concord’s teacher education program to the daily instructional practices that occur in P-12 schools. The Partner Schools serve as clinical sites for teacher candidates to teach under the guidance of an expert mentor teacher.The clinical experiences allow faculty from Concord and the partnerships to collaborate extensively in providing quality experiences for all teacher candidates involved in the initiative.The public schools benefit from the expertise of the University faculty and the significant contributions the teacher candidates make to the school. The children in these schools benefit from the additional adult attention as well as from the enthusiasm and new learning strategies that teacher candidates often bring to the classroom as they prepare to become teachers.

Candidates working toward the Bachelor of Science in Education degree are advised that all phases of teacher education require cooperative efforts between Concord University, the public school system and other agencies. Candidates are subject to all policies, rules, and regulations of the county school system and placement school itself. A placement may be rejected and/or terminated by the county, principal, mentor, Concord University or legal representatives of these agencies or schools if a candidate fails to meet the professional standards of the cooperating school, agency, or the University. During the Year Long Residency, the reports of the supervising teacher(s) and the recommendation(s) of the University Supervisor are essential components in determining the eligibility for graduation and recommendation for licensure.

Year Long Residency Application

Year Long Residency I

During Residency Part I, the candidate is placed in the school where they will be completing the year-long residency. This is a semester-long, intensive (full-day), professional experience arranged and coordinated by the Coordinator of Clinical Experiences in the Department of Education at Concord University. Teacher candidates should not enroll in extra coursework. The candidate will complete approximately 400 hours of teaching time in the classroom (4 full days per week, based upon mentor’s contracted time); thus, integrating coursework and practical teaching. The full year residency model provides opportunities for co-teaching and earlier mentoring from classroom teachers. During Residency Part I the teacher candidate will follow Concord University’s academic calendar.

The teacher candidate will complete a mini WV Teacher Performance Assessment (Mini TPA) during this semester. The directions and rubric for the mini-TPA will be discussed an addressed during Residency Part1 orientation, and will also be covered in EDUC416. Candidates will be responsible for developing a plan of action for professional growth to be utilized in the upcoming semester (Residency Part2).

Teacher Candidates are required to meet the following requirements prior to beginning Part 1 of the Year-Long Residency:

1

Full admission into the Teacher Education Program (TEP) with all Basic Skills Competency criteria met. Candidates who did meet competency criteria at the time of TEP admission must meet criteria prior to Residency Part I admission.
2

Submit a Pre-Professional Profile & Residency Application to the CU Department of Education office during advising the semester prior to Residency I
3

Obtain required GPAs below:
-Overall GPA for all coursework attempted: 2.50
-General Studies GPA: 2.00
-Professional Education component GPA (excluding YLR courses): 2.50
-Content Area CPA: 2.50
4

Participation in Pre-Admission to Residency Seminars 3 & 4: Creating Lesson Plans & Methods in Technology
5

Successfully complete all coursework for declared majors and/or minors (excluding residency coursework). Candidates will not be permitted to take additional coursework during Residency Part I or Part II.
6

Earn a minimum of 96 credit hours. Residency I and Residency II will provide 24 credit hours, allowing for a total of 120 credit hours required for graduation from Concord University.
7

Candidates placed in West Virginia public schools must complete the West Virginia Department of Education Form 24 –Clinical Experience Permit application prior to Residency Part I. This form will be reviewed during the Pre-Admission to residency seminar. Verification of an approved permit must be on record prior to Residency Part I. Form 24 requires electronic fingerprinting, State and FBI criminal background check through Itentigo.
8

Completion of early clinical experiences at all certification levels (i.e. elementary, middle, high). Should a residency candidate be lacking a clinical experience level, they will be required to complete their residency in the lacking level.

–Elementary majors must complete at least one clinical experience at the lower grade level (K-2) and one experience at the upper grade level (3-5)

–5-Adult Program majors must complete at least one clinical experience at the middle school level (6-8) and one experience at the high school level (9-12)

–PreK-Adult Program majors must complete at least one clinical experience at the elementary level (K-6) and one experience at the secondary school level (middle or high school)
9

Praxis II attempt for licensure exam(s). Official scores from ETS must be received by CU. Be sure to list CU & WVDE as a score recipient. It is recommended that exams be attempted after midterm the semester before Residency I. Exams do not need to be passed prior to Residency I, but they must be attempted. Exams must be passed prior to Residency II.

–Fall Residency I: Exam(s) must be attempted by June 30th. Official scores must be received by August 1st

–Spring Residency I: Exam(s) must be attempted by 1st Friday in November. Official scores must be received by 2nd Friday in December.

Year Long Residency II

During Residency Part II, candidates work as full-time teaching interns, assuming all responsibilities and duties of the cooperating mentor, under the direction of a university supervisor. Residency Part II represents a bridge between the knowledge, skills, and dispositions developed through formal course work and the practical application of those professional attributes. It is the time when candidates have the opportunity to display and to strengthen their commitment to the personal and professional qualities of the 21st century professional.

Residency Part II is a 16-week, intensive (full-time/full-day), professional experience arranged and coordinated by the Coordinator of Clinical Experiences in the Department of Education at Concord University. The candidate will complete approximately 600 hours of teaching time in the classroom (5 full days per week). Teacher candidates should not enroll in extra coursework, or engage in extra-curricular activities which interfere with Residency Part II. Exceptions to this must be approved by the Coordinator of Clinical Experiences. During Residency Part II the candidate will follow the county schools academic calendar.

Candidates complete assignments in P-12 public school(s) located in Concord University’s service area, as well as required seminars offered at the University. Candidates must attend a mandatory placement meeting held the semester prior to Residency Part II. Placement meetings are held on the last Wednesday in September and the last Wednesday in February. The candidate will complete the WV Teacher Performance Assessment (WVTPA) during this semester. The directions and rubric will be provided and discussed during the Residency Part II seminars.

Teacher candidates must apply for admission into Residency Part II through the Department of Education Office by the end of the fourth week of the semester preceding the semester in which Residency Part II is planned. All applicants must attend a placement meeting during the semester prior to Residency Part II. Teacher Candidates will be required to submit a Placement Request for Residency Part II during the placement meeting.

Music Education majors must complete a computer competency test through the Department of Fine Arts. Documentation of passing the competency test must be received in the Department of Education Office prior to the residency eligibility deadline.

English Education majors must successfully complete a Capstone Exam through the Department of Humanities. Documentation of passing the exam must be received in the Department of Education Office prior to the residency eligibility deadline

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Year Long Residency

Year Long Residency Application

Year Long Residency I

Year Long Residency II