US PREP

Research shows that learning from and working under a highly effective mentor teacher during their student teaching experience can make new teachers as effective as second- or third-year teachers.¹ However, these programs can often create undue financial burdens on candidates, particularly if residencies are not paid. Simultaneously, districts continue to struggle to fill vacancies in specific grade levels and subject areas, which teacher candidates could help address if they were strategically placed in these areas of need for their clinical practice experiences.

To address this, US PREP serves as an intermediary between teacher preparation programs and districts to develop a shared governance structure that enables the two to more effectively place residents in high-need positions in schools alongside experienced, full-time, licensed teachers and pay them for their work—alleviating pain points for both.

Examples of models that US PREP offers include:

Residents as substitutes: Teacher residents spend most of their time in their placement classroom learning and teaching alongside a cooperating teacher, but they devote at least one day a week acting as a substitute teacher within their assigned school or another school in the district. Funds to pay residents a stipend are typically allocated from allotments reserved for substitute teachers.

Residents as long-term substitutes: Two residents split the role of one full-time, long-term substitute, spending half their time as a substitute and half their time as a resident learning alongside a cooperating teacher. Funds to pay residents a stipend are typically allocated through allotments reserved for long-term substitute teachers.

Residents as paraprofessionals: Two residents split the role of one full-time paraprofessional alongside a cooperating teacher. Funds to pay residents are typically redirected from an appropriate vacancy.

Residents as tutors and enrichment teachers: Residents spend at least four days a week, either before, during, or after school, providing tutoring support to students. Funds to pay residents a stipend are typically redirected from a school’s tutoring budget.

Residents as time release support: Residents cover their mentor teacher’s classroom, providing them release time to support other classroom teachers through observations, co-planning, etc.

Vacancy or pair teaching: A teacher vacancy triggers the merging of two classrooms into one. This “collapsed” classroom results in increased class sizes for remaining educators. Two to three residents support the mentor teacher by co-teaching and supporting students in a team-based instructional model.