Within an educational preparation program, the West Virginia Residency Model was designed to create a foundation to provide future teachers the opportunity to hone their instructional skills throughout an intensive yearlong clinical that embeds the resident teacher in not only the classroom, but the school, community, and county, and makes them a vital part of the educational building blocks for our PK-12 students.

Field Experiences

Field experiences are required prior to the yearlong clinical experience. These hours remain the same as in traditional student teaching:

• Field hours are required prior to the yearlong residency and ideally would take place during years 1-3.
• 125 hours placed in content and programmatic levels that are being recommended for licensure.
• These hours will provide additional experiences for the pre-service teacher.

Yearlong Clinical – Senior Year

Resident teacher may follow the district calendar (institutional decision).

What are the benefits of implementing the West Virginia Residency Model and a yearlong clinical experience?

PK-12 Students:

• Teacher to student ratio in these classrooms is cut in half leading to increased student achievement.
• PK-12 Students receive more individualized attention to provide individualized instruction to those students with the greatest need.
• PK-12 Students receive feedback quicker and have their questions answered faster.

County:

• Supports a less stressful work environment for cooperating teachers and the school district’s efforts to retain talented staff members.
• Leads to retention of experienced and skilled school leaders and staff.
• Leads to sustaining a positive school climate.

Resident Teacher:

• Opportunity to work alongside a highly effective teacher gaining experience and support as they refine their skills
• Scaffolding through co-teaching and transition into the leadership in the co-teaching framework
• Viewed as a valuable member of the school faculty for an entire year.
• Residents gain an understanding of the unique challenges of a full year of teaching. (school opening to school closing)

Key Findings

Findings from those who hire and work alongside residency graduates (National Center for Teacher Residencies – NCTR):

• 91% of principals said that residency-trained teachers outperform typical new teachers.
• 91% of principals said the residency program improves achievement and student learning at their school.
• 94% of principals would recommend hiring a residency graduate to another principal
• 95% of resident teachers agreed that they entered the classroom with more effective skills than the average new teacher.
• 98% of cooperating teachers agree that they grow professionally from their participation in the residency experience and makes them a more effective teacher.

Graduates of residency programs report that they are ready to lead classroom learning and meet student needs. Multiple research studies show the number one indicator in the school setting of student achievement is the quality of the teacher. By embedding the resident teacher in a rigorous clinical experience, we are fostering the development of effective new educators to meet the needs of our PK-12 students.

There are currently nineteen Educator Preparation Providers (EPP) in the state of West Virginia. Following West Virginia Board of Education (WVBE) requirements, all EPPs have adopted the residency model for teacher preparation. All West Virginia EPPs must have a minimum of one content area implementing the WV Residency Model beginning with entering freshmen in the Fall of 2021. All remaining content areas of educator preparation must transition to the WV Residency Model with entering freshman no later than the Fall of 2024; thus, phasing out traditional student teaching for four-year teacher preparation programs.

The West Virginia Residency Model is an intensive preparation program that has pre-service teachers completing all general education and content coursework during their first three years and culminating in a yearlong residency clinical experience. This rigorous clinical has the resident teacher being paired with a master teacher and utilizing co-teaching as a method to teach residents how to teach. This is not just a yearlong clinical – this model will guide all teacher preparation programs in West Virginia by building relationships between the EPP and residency schools, communities, and districts.

Hear from our West Virginia Residency Model Pilot Programs:

West Liberty University

West Virginia University – Parkersburg

“The residency concept is creating a true pathway of support for our teacher candidates from their college education experience to their clinical experiences in the classroom. This is an excellent example of collaboration between the state in developing the residence paths, and the colleges working in a collaborative spirit with partnership leaders including; Superintendents, Curriculum Directors, Principals and the classroom Teachers. The target of this process is to provide support with true life experience in the classrooms for our teacher candidates while affording PK-12 students an opportunity for higher achievement. This new residency model has the potential to be a true Win-Win for all participants.” – Dr. David Lancaster, Division Chair, WVU-P

Concord University

“The yearlong residency changed my perception of teaching and college. It provided the experience of being in a classroom with the same students, school, and staff for a whole year. This experience has taught me what it means to be a teacher, classroom management, differentiation, lesson planning, assessing and analyzing data. I could not be more thankful for this opportunity”. – Bridget Waugh, Second Semester Resident, Mercer County