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Teacher Residencies

Found In: teacher quality

Teacher preparation plays a critical role in ensuring that teachers are prepared to lead and impact student learning from the first day they are responsible for student learning. The best way to ensure that every teacher is "profession-ready" from their first day as teacher-of-record is for preparation programs to incorporate teacher residencies that go beyond what most consider the capstone student teaching experience. This video is from the release of the NEA’s "Teacher Residencies" report and "Profession-Ready" policy brief on March 25, 2014.

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Teacher Residencies: Redefining Preparation Through Partnerships
( PDF, 2.1 MB, 36 pgs.)

last updated: February 24, 2014







The University of Maryland’s Master Certification (MCERT) program is a 13 month post-baccalaureate teacher residency program that includes a full-year apprenticeship at a public school while also taking coursework that leads to a Master’s Degree. The program requires candidates to demonstrate mastery of their subject matter before entering the program and apprentice under a practicing teacher  while studying and practicing content pedagogy and theory. At the conclusion of the residency, candidates must demonstrate both subject matter and pedagogical expertise through required certification assessments and a pre-service classroom-based performance assessment. See more and hear some first-hand accounts on the efficacy of the MCERT program in this video:



The NEA believes ensuring that beginning teachers are indeed profession-ready requires participation in a teacher residency program. A teacher residency program is the integration of coursework and clinical experiences prior to becoming employed as a teacher-of-record. A residency allows candidates to prove that they are profession-ready by demonstrating their subject matter and pedagogical content knowledge through a classroom-based performance assessment. A teacher residency also requires an active partnership among teacher preparation stakeholders who determine program operations and selectivity, and collectively build the candidates’ clinical experiences to ensure a coherency between theory and practice.