Being a Resident
Here are some guidelines and responsibilities for Residents in the Rural Teacher Residency Program.
- All Residents are required to have verification of a Certificate of Clearance before they begin the residency.
- All Residents are required to have subject matter competency (passage of CSET) in combination with passage of CBEST or the writing subtest of the CSET.
- All Residents must hold a credential for substitute teaching (obtained in county of Residency).
Professional Conduct & Appearance
- All Residents will adhere to the dress policy at their assigned school and the dress policy described in the university Policy on Professional Conduct for Teacher Residents.
- Heavily scented toiletries should not be worn in school settings because many people are sensitive to fragrances (perfume, cologne, after-shave, scented creams and deodorant).
- Punctuality is a vital and necessary characteristic for all professionals. In the event of an absence or unavoidable tardy to the school site, it is the Resident’s responsibility to promptly notify the school office, Mentor Teacher, and Clinical Coordinator/University Supervisor. It is expected that the Mentor Teacher will be given lesson plans or any other plans necessary to cover the Resident’s responsibilities for that day(s). Excessive late arrivals or absences can result in a determination of unsatisfactory performance and unprofessional conduct.
- Cell phones may not be used to make or receive calls nor for texting at the school site except on scheduled breaks. It is suggested that Residents provide family and childcare providers with the school’s phone number so that emergency calls can be routed through the school office.
- Confidential information will not be discussed nor shared by any means in non-professional settings (see FERPA).
- Parents will be contacted only with the full knowledge and agreement of the Mentor.
- Residents will remain in the school each day as long as necessary to fulfill professional responsibilities, which is typically before and after the students’ presence.
- Borrowed materials from school placement will be returned in a timely manner.
- Initiative should be demonstrated. Examples would be volunteering to plan and teach lessons, participation in all classroom duties, maintenance of classroom, and extra-curricular activities as appropriate.
Reflective Practice & Planning
- Constructive feedback and/or criticism will be accepted by the Resident with the understanding that performance may be improved in response to the feedback or criticism.
- All weekly/long term lesson planning will be done in conjunction with the Mentor Teacher.
- Required lesson plans will follow the Mentor Teacher’s format for both weekly and extended planning, and the Program lesson plan format is required for formal observations by University Supervisors.
- When appropriate, lessons in teachers’ manuals may be used, expanded or adapted. These materials must be appropriately cited.
- Lessons and lesson planning will address the K-12 academic content standards and curriculum frameworks in your subject areas and describe differentiation of instruction for students, as needed. California State, county, and school district documents, teachers’ manuals, publisher curriculum guides, and other relevant documents should be perused.
- Supporting documentation of residency activities for required reflections and assessments should be maintained.
Substitute Teaching During the Program
A long-term substitute position does not fulfill the requirements of a practicum placement. Short-term (1 weeks or less) substitute work is only possible in your own placement if it does not impede the fulfillment of teaching residency requirements and the Resident has received approval of his/her Mentor Teacher and University Supervisor. Permits for substitute teaching can be obtained by contacting the Office of Education in the county where the Resident will be substituting and are required for Residents to substitute teach. Residents may substitute only in their classroom placements and only for their Mentor Teachers.
Reassignment During Residency
Regular communication with the Mentor Teacher and University Supervisor is essential. If a Resident has concerns or problems regarding his/her classroom placement, he/she should first discuss the concerns with the Mentor Teacher. If this doesn’t lead to a solution, the Resident should contact the University Supervisor, Clinical Coordinator, or RTR program director, in that order. Although rare, if reassignment seems advisable, the University Supervisor will report this to the Clinical Coordinator, who will make the reassignment in consultation with the appropriate University Supervisor, school administrators, and Mentor Teacher(s). A reassignment is reported to the RTR program director. The newly assigned Mentor Teacher will be informed of the circumstances of the proposed transfer prior to accepting a reassigned Resident.
The RTR program practices a teaching model called "co-teaching." In co-teaching, two teachers jointly make instructional decisions, and share responsibility and accountability for student learning. Mentors and Residents receive training in co-teaching models prior to implementing co-teaching in their classrooms. During the residency semesters, the Mentor and the Residents will co-teach in the Mentor's classroom.