Reconceptualizing Teacher Devel-
opment
Research notes an increase of retention
for urban teacher residency models (eg.
Carver-Thomas & Darling-Hammond,
2017; Guha, Hyler, & Darling-Hammond,
2016; Roegman, Pratt, Goodwin & Akin
2017; Urban Teacher Residency United,
2014). UCLA-IMPACT differs from
traditional university-based programs be-
cause it is highly focused on partnerships
and a shared vision of practice with em-
bedded structures that foster communities
of learning and support over time. UCLA-
IMPACT partners to support the trajec-
tory of new teacher development. These
shared spaces foster layered professional
communities of ref lection and practice
where students, inquiry and social justice
are centered.
The partnership between UCLA-IM-
PACT and LAUSD schools has been mutu-
ally beneficial and incredibly informative to
how we can better prepare STEM teachers
to engage and persist in high poverty urban
spaces. Starting together as partners before
the beginning of the year, and developing a
shared vision of practice and a critical frame
of matter. It is not only about more time in
the field, it is also about building relation-
ships and developing trust with partners.
Through these efforts, we can develop a
rich learning community that is critically
important to how we think about prepar-
ing STEM teachers. This partnership has
informed us that in preparing STEM teach-
ers can be enriching for everyone, at both
the university and school sites, including the
mentors the school leadership, the students,
and the school community.
References
Carver-Thomas, D., & Darling-Ham-
mond, L. (2017). Teacher turnover: Why it
matters and what we can do about it. Palo
Alto, CA: Learning Policy Institute.
Darling-Hammond, L. (2010). Teacher
education and the American future. Journal
of teacher education, 61(1-2), 35-47.
Guha, R., Hyler, M. E., & Darling-
Hammond, L. (2016, September 15). The
teacher residency: An innovative model for
preparing teachers. Palo Alto, CA: Learn-
ing Policy Institute. Retrieved from https://
lea r n ing pol ic y inst it ute.org/product /
teacher-residency.
Roegman, R., Pratt, S., Goodwin, A.
L., & Akin, S. (2017). Curriculum, Social
Justice, and Inquiry in the Field: Inves-
tigating Retention in an Urban Teacher
Residency. Action in Teacher Education,
39(4), 432-452.
Urban Teacher Residency United. (2014).
Building effective teacher residencies.
Chicago, IL: National Center for Teacher
Residencies. Retrieved from https://nctresi-
dencies.org/wp-content/uploads/2014/11/
NCTR-BETR-v2-# Final.pdf.
Imelda L. Nava is the UCLA STEM Faculty
Advisor. Annamarie François, is the
Director of UCLA Center X.
January | February 2019
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