Appendix D - Program Summary

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Directions: Fill in this form as applicable to the Teacher Residency Implementation and Expansion Grant.

Important Notes:
  1. You may select any number of the residency areas listed below. The IHE partner(s) must have a Commission-approved program for each area selected.
  2. It is expected that once residents obtain a preliminary teaching credential, the grantee will hire residents as teachers of record in a position that matches their residency and in accordance with the local need outlined in the approved grant application. This is especially important for residents earning either a Multiple Subject or PK-3 ECE Specialist credential to teach TK or kindergarten. If the program is designed to prepare TK or kindergarten teachers, residents must be hired in those settings even though their credentials authorize them to teach other grade levels.
  3. Provide the percentage of teachers within the LEA/consortium that hold clear teaching credentials over the last three academic years by residency areas selected.
  4. Provide the average number of teachers within the LEA/consortium hired on less than a preliminary credential over the last three academic years by residency areas selected.
  5. Provide the average number of certificated teacher vacancies within the LEA/consortium over the last three academic years by residency areas selected.
  6. Estimate the target number of residents by residency area selected. [KN2.1]Applicants may include a range of residents to be placed at an individual school site (e.g., 2-4 residents per year at XYZ school) if the sum of the maximum numbers in each range is equal to the total residents projected in the first table on this appendix.
  7. Projected residents should be counted only once on this table. For example, a program intending to recruit ten residents per year who are working toward an Education Specialist teaching credential and who may diversify the LEA’s teacher workforce will place the number 10 in the row titled “Diversifying Teacher Workforce that Reflects the LEA Community’s Diversity – Special Education.”
  8. It is expected that once residents obtain a preliminary teaching credential, the grantee will hire residents as teachers of record in a position that matches their residency training and in accordance with the local need outlined in the approved grant application. This is especially important for residents earning either a Multiple Subject or PK-3 ECE Specialist credential to teach TK or kindergarten. If the program is designed to prepare TK or kindergarten teachers, residents must be hired in those settings even though their credentials authorize them to teach other grade levels.
  9. Once the grant is submitted annual resident projections may not be increased.
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1. Please fill out the following table per residency area identified in this application.
Special Education
Percentage of Teachers for the Last Three Years that Hold Clear Teaching Credentials:
Average Number of Teachers for the Last Three Years Hired as PIPs, STSPs, and Interns:
Average Number of Teacher Vacancies for the Last Three Years:
Targeted Number of Residents Annually:
Special Education with Bilingual Authorization
Percentage of Teachers for the Last Three Years that Hold Clear Teaching Credentials:
Average Number of Teachers for the Last Three Years Hired as PIPs, STSPs, and Interns:
Average Number of Teacher Vacancies for the Last Three Years:
Targeted Number of Residents Annually:
Single Subject in a STEM Area
Percentage of Teachers for the Last Three Years that Hold Clear Teaching Credentials:
Average Number of Teachers for the Last Three Years Hired as PIPs, STSPs, and Interns:
Average Number of Teacher Vacancies for the Last Three Years:
Targeted Number of Residents Annually:
Single Subject in a STEM Area that Authorizes Teaching of Computer Science
Percentage of Teachers for the Last Three Years that Hold Clear Teaching Credentials:
Average Number of Teachers for the Last Three Years Hired as PIPs, STSPs, and Interns:
Average Number of Teacher Vacancies for the Last Three Years:
Targeted Number of Residents Annually:
Single Subject in a STEM Area with Bilingual Authorization
Percentage of Teachers for the Last Three Years that Hold Clear Teaching Credentials:
Average Number of Teachers for the Last Three Years Hired as PIPs, STSPs, and Interns:
Average Number of Teacher Vacancies for the Last Three Years:
Targeted Number of Residents Annually:
Single Subject Non-STEM with Bilingual Authorization
Percentage of Teachers for the Last Three Years that Hold Clear Teaching Credentials:
Average Number of Teachers for the Last Three Years Hired as PIPs, STSPs, and Interns:
Average Number of Teacher Vacancies for the Last Three Years:
Targeted Number of Residents Annually:
Multiple Subject (to teach in TK or Kindergarten)
Percentage of Teachers for the Last Three Years that Hold Clear Teaching Credentials:
Average Number of Teachers for the Last Three Years Hired as PIPs, STSPs, and Interns:
Average Number of Teacher Vacancies for the Last Three Years:
Targeted Number of Residents Annually:
PK-3 ECE Specialist Instruction Credential (to teach in TK or Kindergarten)
Percentage of Teachers for the Last Three Years that Hold Clear Teaching Credentials:
Average Number of Teachers for the Last Three Years Hired as PIPs, STSPs, and Interns:
Average Number of Teacher Vacancies for the Last Three Years:
Targeted Number of Residents Annually:
Multiple Subject with Bilingual Authorization
Percentage of Teachers for the Last Three Years that Hold Clear Teaching Credentials:
Average Number of Teachers for the Last Three Years Hired as PIPs, STSPs, and Interns:
Average Number of Teacher Vacancies for the Last Three Years:
Targeted Number of Residents Annually:
PK-3 ECE Specialist with Bilingual Authorization
Percentage of Teachers for the Last Three Years that Hold Clear Teaching Credentials:
Average Number of Teachers for the Last Three Years Hired as PIPs, STSPs, and Interns:
Average Number of Teacher Vacancies for the Last Three Years:
Targeted Number of Residents Annually:
Dual Credential
Please specify the two credentials here:
Percentage of Teachers for the Last Three Years that Hold Clear Teaching Credentials:
Average Number of Teachers for the Last Three Years Hired as PIPs, STSPs, and Interns:
Average Number of Teacher Vacancies for the Last Three Years:
Targeted Number of Residents Annually:
Diversifying Teacher Workforce that Reflects the LEA Community’s Diversity – Special Education
Percentage of Teachers for the Last Three Years that Hold Clear Teaching Credentials:
Average Number of Teachers for the Last Three Years Hired as PIPs, STSPs, and Interns:
Average Number of Teacher Vacancies for the Last Three Years:
Targeted Number of Residents Annually:
Diversifying Teacher Workforce that Reflects the LEA Community’s Diversity – Multiple Subjects and/or PK-3 ECE with or without added authorizations
Percentage of Teachers for the Last Three Years that Hold Clear Teaching Credentials:
Average Number of Teachers for the Last Three Years Hired as PIPs, STSPs, and Interns:
Average Number of Teacher Vacancies for the Last Three Years:
Targeted Number of Residents Annually:
Diversifying Teacher Workforce that Reflects the LEA Community’s Diversity – Single Subjects with or without added authorizations
Percentage of Teachers for the Last Three Years that Hold Clear Teaching Credentials:
Average Number of Teachers for the Last Three Years Hired as PIPs, STSPs, and Interns:
Average Number of Teacher Vacancies for the Last Three Years:
Targeted Number of Residents Annually:
2. Admission, enrollment, and clinical practice dates*
Admission Date: Admission in a grant funded residency program is defined as the date when a candidate has been formally accepted into both the IHE and the LEA teacher residency program.
Date:
Enrollment Date: Enrollment in a grant funded residency program is defined as the date when a candidate has been formally admitted into the LEA teacher residency program and is registered in a required IHE course for the teacher residency program. The placement in the mentor teacher’s classroom may occur after the formal enrollment date.
Date:
Clinical Practice Start Date: Clinical Practice Enrollment in a grant funded teacher residency program is defined as the date when a resident has been formally assigned to a placement in a mentor teacher’s classroom. Note: the start date of the placement in the mentor teacher’s classroom must fall on or before the first day of classroom instruction.
Date:
Clinical Practice End Date: The end of the clinical practice assignment is the last date that the resident will be working in the mentor teacher’s classroom. This date may not occur before the final day of classroom instruction.
Date:
3. LEA(s) and school sites where the residents would be placed. Please add rows if needed.*

Applicants may include a range of residents to be placed at an individual school site (e.g., 2-4 residents per year at XYZ school) if the sum of the maximum numbers in each range is equal to the total residents projected in the first table on this appendix.

Information must be entered in the following format, with each LEA on a new line. DO NOT USE *** as this will become a new line.
LEA - School for Resident Placement - Date (MM/DD/YYY) of the first day of instruction at the school - Targeted Number of Residents Annually - Residency Area
4. Describe the rationale for the selection of the identified resident placement school(s):*
5. Partner IHE(s) for the Teacher Residency Implementation and Expansion Grant.*
Information must be entered in the following format, with each IHE on a new line. DO NOT USE *** as this will become a new line.
Partner IHE - Residency Area
6. Previous Teacher Residency Grant partnerships.*
Has the applicant LEA ever been awarded a Teacher Residency Capacity grant with any IHE partner(s) named in this application?

Has the applicant LEA ever been awarded a Teacher Residency Implementation or Expansion grant with any IHE partner(s) named in this application?

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