- CSU, Chico Colleges
- Public School Districts
- Mentor Teachers
- University Supervisors
- Clinical Coordinators
The RTR Partnership is focused on the simultaneous renewal of schools, colleges, and universities that contribute to the preparation of teachers. This idea of renewal is based on the work of John Goodlad and the National Network for Educational Renewal (NNER).
The organizational structure of the RTR team reflects the high level of engagement of all partners in this program. The School of Education and all of the partners collaborate together for the achievement of the RTR goals.
The RTR Partners are guided by four primary goals
- To improve K-12 student academic achievement through training of teachers and school leaders.
- To strengthen the training of future general and special education teachers, especially for closing the Achievement Gap.
- To recruit and retain highly qualified individuals to the teaching profession.
- To develop and sustain the project's partnerships and institutionalize its reforms.
The following colleges on campus are partners in the RTR Project:
- College of Behavioral & Social Sciences
- College of Communication & Education
- College of Humanities and Fine Arts
- College of Natural Sciences
The following Public School Districts are partners in the RTR Project:
- Cascade Union Elementary School District
- Marysville Joint Unified School District
- Orland Unified School District
- Palermo Union School District
Mentor Teachers are dedicated professionals who work closely with university partners to help Residents become successful teachers through supervision, guidance, co-planning, co-teaching, and coaching.
The Mentor Teacher will:
- Demonstrate effectiveness as a classroom teacher.
- Assist the Resident in orientation to the school, curriculum, instructional materials, building, staff, school policies, room policies, students’ age level characteristics, and special concerns of individual students, individual students’ special needs or challenges, including mainstreamed students, English learners, and students with various cultural backgrounds.
- Inform the Resident about the type of assistance expected in co-teaching.
- Aid the Resident in developing rapport with students.Direct the Resident to resources useful in teaching.
- Assist the Resident in initial planning, and confer regularly concerning diagnosis, planning, selecting of instructional strategies, student assessment, grading, and other classroom and instructionally related matters.
- Provide consistent, constructive feedback about the Resident’s performance.
- Provide feedback and support to Teacher Residents in the action research process.
- Encourage the Resident to show initiative and creativity in trying innovative approaches to instruction.
- Join the University Supervisor in making suggestions for the Resident’s improvement throughout the classroom experience.
- Observe the Resident and provide ongoing oral and written feedback, guidance, and coaching.
- Meet with the Resident and the University Supervisor for scheduled three-way conferences.
- Participate in and provide written final evaluation.
- Assist the program by evaluating the University Supervisor.Prepare a letter of recommendation at successful completion of residency.
Selection of Mentor Teachers
Selection of Mentor Teachers is a collaborative process between schools and the university. Mentor Teachers work closely with University Supervisors to guide, supervise and instruct Residents. Mentor Teachers engage in intensive daily collaboration with their assigned TR in a full-time, two-semester residency program.
Criteria for selection of Mentor Teachers include:
- A credential that authorizes the assignment.
- Minimum of three years teaching experience.
- Demonstrated effective classroom practice.
- Inclination toward use of technology.
- Willingness to critically examine and reflect on classroom practice and engage in relevant professional development.
- Effective communication and collaboration with other professional teachers.
- Active engagement in inquiry to support Teacher Residents in action research for Master's degree.
- Commitment to the NNER Mission.
As representatives of CSU, Chico in the schools, University Supervisors promote close and continuing contact for instruction and guidance of credential Residents and make every attempt to be consistent, supportive, and objective.
The University Supervisor will:
- Observe lessons and hold brief post-observation conferences with the Resident.
- At least three more scheduled visits per semester will be made during which the resident will be observed delivering a lesson.
- Schedule an additional 3-way visit at the end of each semester to complete the final evaluation form.
- Schedule additional observations if needed as determined by the Mentor Teacher or the University Supervisor.
- Provide written feedback for each observation.
- Support the Mentor Teacher in directing classroom activities, planning, selection of instructional strategies and materials, management, and other tasks.
- Serve as a resource person for the Resident and the Mentor Teacher.
- Schedule a 3-way conference as quickly as possible with the Resident to develop specific plans for improvement if there are problems such as competency or commitment to teaching.
- Act as a liaison between the Resident, the Mentor Teacher and program faculty.
- Prepare requested letters of recommendation at successful completion of Teaching Residency II.
- Assist Mentor Teachers in further development of their supervisory responsibilities, if requested.
- In an effort to continuously improve our program, we regularly ask Mentor Teachers and Residents to evaluate University Supervisors.
The Clinical Coordinator serves as a liaison to the district, and facilitates the communication, collaboration, and sharing of resources between the University and district.
The Clinical Coordinator’s duties and activities include attendance at selected district events, assistance to the district in accessing university resources, support for professional development at both the district and university, and the facilitation of Resident and Mentor Teacher recruitment and identification. The Clinical Coordinator may also serve as the University Supervisor for Residents in the district.