The UTSA COEHD Teacher Residency Model: 

Partnering with local school districts for a clinically-rich educator preparation experience
In partnership with local school districts, the UTSA COEHD Teacher Residency Model provides cohorts of teacher candidates with clinically-embedded coursework led by Assistant Professors in Practice (APiPs).  The residency model includes more opportunities to teach, learn, and interact with K-12 students, teachers, and administrators so that residency graduates are ready to lead their own classroom and fully participate in the district community from day one. Teacher Residency participants are exemplars of culturally efficacious agents of change that are knowledgeable, professional, and community-based.

 

Cohort of Teacher Candidates

Residency participants begin forming their professional network within the residency program. With the smaller class size and shared coursework, residency teacher candidates are able to learn from and with one another, sharing experiences in and out of the classroom while in the clinical setting and after graduation.

 

Carefully Selected Mentor Teachers

Being a great mentor teacher takes more than proven effective classroom experience. Residency Mentor Teachers are carefully selected following recommendations from district partners and UTSA guidelines to ensure that they have the interest, skills, and time to commit to the guidance of future educators.

 

More Interaction with K-12 Students

Through strong district partnerships, UTSA Teacher Residency courses are provided on K-12 campuses and include more interaction with K-12 students and mentor teachers than is possible in the traditional program.

Teacher candidates work directly with mentor teachers and APiPs to prepare, deliver, record, and reflect on lessons that have been specifically differentiated for the students and aligned with course objectives.

 

District and Campus Involvement

Residency participants are expected to join in-district professional development opportunities throughout the year - beginning with convocations in August, continuing with district and campus-led professional learning sessions throughout the year. 

Professional learning opportunities familiarize teacher candidates with the culture of the district and allow them to interact with other district educators to begin forming their professional network of support and resources for expertise.

 

Clinically-embedded Coursework

Residency courses are provided on partnering districts’ campuses. Residency courses are not additional courses, they are the same courses with the same objectives that are already included in the education program. However, residency courses differ from traditional courses in that course activities and assignments directly relate to the clinical placement with a portion of the class meeting time spent with K-12 students.

 

Monthly Seminars

Once a month, all residency participants join together as a Community of Practice. These full-day seminars are led by APiPs and guided by the needs and interests of our teacher candidates. 

Examples of seminar topics include culturally efficacious teaching practices, CTESS deep-dives, edTPA and certification exam preparation, student engagement strategies, lesson planning for differentiated instruction, adaptations for online teaching and learning, creating professional portfolios, and mock interviews.

 

Research and Presentation Opportunities

Teacher Candidates participate in critical reflection related to their clinical experiences and program development. This action research is often shared in local conferences and publications. Residency participants also often serve as stewards of the residency model to promote and recruit future Roadrunners.

 

Assistant Professors in Practice (APiPs)

Claudia Treviño García, Ph.D.

Lisa Santillán, PhD

L.N. Sohn, PhD

Tiffany Farias-Sokoloski, Ph.D.

Dr. Farias has a B.A. in Interdisciplinary Studies, M.A. in Bicultural/Bilingual Studies, and a Ph.D. in Culture, Literacy, and Language. In 2016, Dr. Farias founded San Antonio Girls Rock to empower girls to break gender stereotypes, navigate social barriers, and gain leadership skills to share their perspectives, and create positive change within the self, the community, and the world at large. The mission and vision of San Antonio Girls Rock complement her passion for remaining grounded in the community through service, activism, and challenging oppressive ideological practices. Dr. Farias brings more than a decade’s worth of experience working with in-service and pre-service teachers, students in grades K-6th, and assisting in the planning and implementation of professional development courses that have been implemented at the campus and district level.

Jennifer Gilardi Swoyer, Ph.D.

Dr. Swoyer has a B.A. in Psychology, M.A. in Bilingual/Multicultural Studies, Ph.D. in Culture, Literacy, and Language, and 30 years of experience as a teacher educator and teacher of multilingual/multicultural students. Dr. Swoyer began her educational career as an instructor of adult English learners in a family literacy program, and before becoming an APiP she was an ELL Instructional Coach working with middle school teachers and students. She completed the UTSA teacher certification program as a post-baccalaureate candidate and is certified to teach ESL, ELAR, and Spanish. For the residency program, she has taught CI 4303, ECE 4143, ESL 3023, ESL 3033, ESL 4003, and IDS 3713.

Application Process

If you are interested in applying to join a residency program, please click on the appropriate certification area below and complete an application form.

  • EC-6 ESL
  • EC-6 Bilingual
  • Secondary - ELA
  • Secondary - Science

College of Education and Human Development
Main Building | One UTSA Circle | San Antonio, TX 78249
Phone: 210-458-4370 | education@utsa.edu