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Teacher Residencies in Texas: Supporting Successful Implementation

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Title: Teacher Residencies in Texas: Supporting Successful Implementation
Language: English
Authors: Steven K. Wojcikiewicz, Kimberlee Ralph, Jon Snyder, Jennifer A. Bland, Marjorie E. Wechsler, Learning Policy Institute
Source: Learning Policy Institute. 2025.
Availability: Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
Peer Reviewed: Y
Page Count: 70
Publication Date: 2025
Intended Audience: Policymakers; Practitioners
Document Type: Reports - Research
Descriptors: Teacher Education Programs, Financial Support, School Districts, Grants, Technical Assistance, Resource Allocation, Educational Policy, Evidence Based Practice, Participative Decision Making, Sustainability, Partnerships in Education
Geographic Terms: Texas
Abstract: In 2021, the Texas Education Agency launched a large-scale, statewide effort to establish and sustain teacher residencies. The High-Quality, Sustainable Residencies Program was funded as part of the $1.4 billion Texas COVID Learning Acceleration Supports (TCLAS) initiative, underwritten by federal COVID-19 relief funds. From 2021 to 2024, this program provided funding for more than 85 residency programs, offered by school districts in partnership with state-designated educator preparation programs (EPPs), with paid placements for more than 2,000 residents. The grant also provided technical assistance for these districts to adopt "strategic staffing" models, reconfiguring educator positions to reallocate resources toward sustaining paid residencies after the end of grant funding. Texas is one of a growing number of states responding to teacher attrition and shortages by incentivizing and expanding residencies. Although the TCLAS residency program and its funding have ended, its effects on the Texas teacher workforce are still playing out. Policymakers and practitioners are looking to build on progress and address gaps, and this report is intended to inform future residency-focused efforts at both state and local levels by highlighting crucial levers of the TCLAS investment. These levers include the influence of TCLAS requirements and residency design elements in residency implementation, the essential contributions of resident stipends and program sustainability requirements, and the conditions that enabled uptake of the TCLAS residency model. Building on this analysis of program levers, the report explores the implications of TCLAS for ongoing residency development and builds on these to develop policy recommendations for Texas, though these are also applicable to other states with related teacher workforce goals.
Abstractor: ERIC
Entry Date: 2026
Accession Number: ED678942
Database: ERIC
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  Data: <searchLink fieldCode="AR" term="%22Steven+K%2E+Wojcikiewicz%22">Steven K. Wojcikiewicz</searchLink><br /><searchLink fieldCode="AR" term="%22Kimberlee+Ralph%22">Kimberlee Ralph</searchLink><br /><searchLink fieldCode="AR" term="%22Jon+Snyder%22">Jon Snyder</searchLink><br /><searchLink fieldCode="AR" term="%22Jennifer+A%2E+Bland%22">Jennifer A. Bland</searchLink><br /><searchLink fieldCode="AR" term="%22Marjorie+E%2E+Wechsler%22">Marjorie E. Wechsler</searchLink><br /><searchLink fieldCode="AR" term="%22Learning+Policy+Institute%22">Learning Policy Institute</searchLink>
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  Data: Learning Policy Institute. 1530 Page Mill Road Suite 200, Palo Alto, CA 94304. Tel: 650-332-9797; e-mail: info@learningpolicyinstitute.org; Web site: https://learningpolicyinstitute.org
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Education+Programs%22">Teacher Education Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Financial+Support%22">Financial Support</searchLink><br /><searchLink fieldCode="DE" term="%22School+Districts%22">School Districts</searchLink><br /><searchLink fieldCode="DE" term="%22Grants%22">Grants</searchLink><br /><searchLink fieldCode="DE" term="%22Technical+Assistance%22">Technical Assistance</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+Allocation%22">Resource Allocation</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Participative+Decision+Making%22">Participative Decision Making</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainability%22">Sustainability</searchLink><br /><searchLink fieldCode="DE" term="%22Partnerships+in+Education%22">Partnerships in Education</searchLink>
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  Data: In 2021, the Texas Education Agency launched a large-scale, statewide effort to establish and sustain teacher residencies. The High-Quality, Sustainable Residencies Program was funded as part of the $1.4 billion Texas COVID Learning Acceleration Supports (TCLAS) initiative, underwritten by federal COVID-19 relief funds. From 2021 to 2024, this program provided funding for more than 85 residency programs, offered by school districts in partnership with state-designated educator preparation programs (EPPs), with paid placements for more than 2,000 residents. The grant also provided technical assistance for these districts to adopt "strategic staffing" models, reconfiguring educator positions to reallocate resources toward sustaining paid residencies after the end of grant funding. Texas is one of a growing number of states responding to teacher attrition and shortages by incentivizing and expanding residencies. Although the TCLAS residency program and its funding have ended, its effects on the Texas teacher workforce are still playing out. Policymakers and practitioners are looking to build on progress and address gaps, and this report is intended to inform future residency-focused efforts at both state and local levels by highlighting crucial levers of the TCLAS investment. These levers include the influence of TCLAS requirements and residency design elements in residency implementation, the essential contributions of resident stipends and program sustainability requirements, and the conditions that enabled uptake of the TCLAS residency model. Building on this analysis of program levers, the report explores the implications of TCLAS for ongoing residency development and builds on these to develop policy recommendations for Texas, though these are also applicable to other states with related teacher workforce goals.
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      – Text: English
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        PageCount: 70
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      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Financial Support
        Type: general
      – SubjectFull: School Districts
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      – SubjectFull: Grants
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      – SubjectFull: Technical Assistance
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      – SubjectFull: Resource Allocation
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      – SubjectFull: Educational Policy
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      – SubjectFull: Evidence Based Practice
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      – SubjectFull: Participative Decision Making
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      – SubjectFull: Sustainability
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      – SubjectFull: Partnerships in Education
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      – SubjectFull: Texas
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      – TitleFull: Teacher Residencies in Texas: Supporting Successful Implementation
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