LAUTR-TI Program Overview

Program Overview

 

Research tells us that good teaching, along with effective leadership, is the strongest correlate to high student achievement. Based on the medical model of residencies in preparing doctors, the LAUTR-TI program recruits highly talented people from diverse backgrounds who are committed to becoming transformative teachers, and places them in a program in which they earn a credential in 12 months and a Master’s degree after an additional 30 semester units. Working closely with a Mentor teacher, Residents learn, on the job, what it means to be a teacher.  Blending the theories of teaching with practical applications, Residents learn the essential skills, habits, and knowledge that will best position them to be excellent teachers in high-need urban schools.

Residents are clustered in high-need, reform-minded schools, based on the belief that participating in cohorts strengthens the support and learning that Residents receive. Residents will also participate in professional learning communities and school-wide reform initiatives within each school, with the understanding that becoming an effective teacher also requires a commitment to contribute to creating a high-performing school.

 

RESIDENCY FEATURES

• Residents and Mentors co-teach four days per week for an entire school year in our partnering district schools, with Residents taking gradual control of instruction and classroom management. Residents enroll in university courses throughout the year. LAUTR-TI staff members provide instructional coaching and support to connect coursework and classroom experience.

For more information about the co-teaching model, visit:  http://www.stcloudstate.edu/soe/coteaching/

• Residents receive a $25,000 living stipend throughout their residency year. 

• LAUTR-TI offers an unique synthesis of theory, research, and practical hands-on experience, combining a year-long classroom apprenticeship with a carefully aligned sequence of master’s-level coursework.

• Residents earn a Master of Arts in Integrated STEM Education and a preliminary credential in one of these pathways:  a)  Education Specialist Credential with STEM Specialization, OR b) Single-Subject Credential in Math or Science.  

• Residents learn as part of a cohort:  a peer group that provides ongoing support and collaborative learning throughout the Residency year and beyond. 

• Community partners support the social justice perspective by assisting in teaching courses and leading community-based experiences focused on advocacy, equity and family support. 

• Residents spend the full academic year in an urban public school, developing under the guidance of an experienced Mentor teacher. Over the course of the year, Residents gradually assume teaching responsibility with support of their Mentor teachers. 

• In addition to hands-on work in the classroom, Residents engage in master’s-level education coursework aligned with the California Standards for the Teaching Profession and Teaching Performance Expectations.

 

Resident Dispositions

Effective Residents should enter our programs with certain dispositions and continue to develop and demonstrate those dispositions through the experiences provided in our professional programs. Learning activities and assessments in both coursework and fieldwork provide opportunities for Residents to engage in behaviors that demonstrate these dispositions. Residents are assessed on these dispositions at entry, advancement and exit points of the programs. When Residents exhibit behaviors counter to these dispositions, opportunities for advising and remediation are provided.