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FOR MANY ENTERING THE 
PROFESSION, BEING A TEACHER 
MEANS THE OPPORTUNITY TO HELP 
CHILDREN REALIZE THEIR

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POTENTIAL. 
IT CAN BE A REWARDING CAREER, 
ESPECIALLY IF YOU GET STARTED ON 
THE RIGHT FOOT.

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HERE'S A LOOK AT HOW SOME MAKE 
THAT TRANSITION FROM STUDENT TO 
TEACHER. 
THE URBAN TEACHER RESIDENCY

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PROGRAM AT THE UNIVERSITY OF 
SOUTH FLORIDA COLLEGE OF 
EDUCATION TAKES A NEW APPROACH 
TO TRAINING FUTURE TEACHERS.

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INSTEAD OF THE TRADITIONAL 
15-WEEK INTERN PROGRAM, STUDENTS 
BECOME TEACHERS ON DAY ONE OF 
THIS TWO-YEAR PROGRAM.

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WE ARE SO FORTUNATE THAT THIS 
PROGRAM REALLY IS A PARTNERSHIP 
BETWEEN HILLSBOROUGH COUNTY AND 
USF.

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AND IT'S THE POWER OF THAT 
SYNERGY BETWEEN US THAT REALLY 
ALLOWS OUR TEACHER PREPARATION 
PROGRAM TO BE SO UNIQUE AND

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INNOVATIVE. 
SARAH VAN INGEN CODIRECTS THE 
PROGRAM WHERE TEACHERS IN 
TRAINING GET OVER 2,000 HOURS IN

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THE CLASSROOM COMPARED TO 700 
HOURS IN A REGULAR INTERNSHIP 
PROGRAM. 
WE DIDN'T JUST TRIPLE THE

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TIME BECAUSE MORE IS NOT 
NECESSARILY BETTER. 
IT'S A FACT THAT WHAT WE'VE DONE 
IS TOTALLY TRANSFORMED HOW WE DO

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THE PREPARATION. 
SO WHEN STUDENTS ARE IN THEIR 
COURSE WORK, WE HAVE REALLY 
REDESIGNED THAT COURSE WORK TO

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BE EXPLICITLY LINKED TO THEIR 
TEACHING. 
SO WHEN THEY ARE IN THEIR 
CLASSES, UNIVERSITY CLASSES,

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WHICH WE ACTUALLY TEACH IN AN 
ELEMENTARY SCHOOL BUILDING, 
THEY ARE LEARNING ABOUT 
TECHNIQUES THAT ARE SHOWN TO BE

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VERY EFFECTIVE WITH CHILDREN WHO 
ARE DIVERSE LINGUISTICALLY, 
SOCIOECONOMICALLY, CULTURALLY. 
SO WE'RE TEACHING THEM

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STRATEGIES, AND THEN THEY GET 
THAT SAME DAY TO GO AND APPLY 
THOSE STRATEGIES. 
A KEY COMPONENT OF THE

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RESIDENCY IS TO PAIR THE STUDENT 
TEACHER WITH A COLLABORATING 
TEACHER AS AN EXPERT MENTOR. 
WHEN YOU HAVE A MASTER MENTOR

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TEACHER WHO HAS EFFECTIVELY 
NAVIGATED WHAT IT MEANS TO MEET 
THE NEEDS OF ALL STUDENTS IN A 
CLASSROOM, THEY CAN HELP THAT

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NEW TEACHER REALLY THINK THROUGH 
THE PROCESS OF MEETING THE NEEDS 
OF INDIVIDUAL CHILDREN. 
WE DO THINK OF THIS AS A LITTLE

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BIT LIKE THE MEDICAL MODEL. 
SO LET'S SAY YOU'RE GOING TO GO 
HAVE HEART SURGERY. 
YOU'RE REALLY HOPING THAT YOUR

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HEART SURGEON HAD A LONG TIME 
BEING MENTORED BY AN EXPERT 
HEART SURGEON, AND WE BELIEVE 
THAT'S TRUE IN EDUCATION AS

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WELL. 
LIKE WITHIN THE FIRST TWO 
WEEKS, WE WERE INSIDE OF A 
CLASSROOM.

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WE WERE REALLY HANDS ON. 
THIS IS SAMANTHA HARTMAN WHO 
IS JUST COMPLETING HER RESIDENCY 
AT MORT ELEMENTARY IN TAMPA.

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AFTER TWO YEARS HERE, SHE FEELS 
SHE IS BETTER PREPARED FOR HER 
FIRST YEAR OF TEACHING. 
I KNOW THEY SAY WHEN YOU

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GRADUATE YOU'RE IN YOUR FIRST 
YEAR OF TEACHING, BUT WHERE I'M 
AT RIGHT NOW, I FEEL LIKE I'M 
ALMOST IN MY SECOND OR THIRD

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YEAR OF TEACHING JUST BECAUSE 
I'VE BEEN ABLE TO HAVE THOSE 
MOMENTS IN A LESSON WHERE YOU, 
LIKE, FALL FLAT ON YOUR FACE,

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AND YOU HAVE TO, LIKE, BE SUPER 
QUICK IN HOW AM I GOING TO FIX 
THIS? 
IT'S NICE TO HAVE THAT

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EXPERIENCE YOUR FIRST AND SECOND 
YEAR OF INTERNSHIP SO THAT YOU 
KNOW WHAT TO FIX FOR YOUR FIRST 
YEAR OF TEACHING.

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HER HANDS-ON EXPERIENCE WAS 
ANCHORED BY HER COLLABORATING 
TEACHER AND MENTOR. 
WE HAVE HAD MOMENTS WHERE WE

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JUST CRIED IN FRONT OF HER AND 
WE FELT, LIKE, SCARED. 
OR WE WERE STRUGGLING WITH 
SOMETHING, AND SHE WAS REALLY

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LIKE THAT CALM FIGURE THAT WAS 
LIKE, DON'T WORRY ABOUT THIS. 
EVERYTHING IS GOING TO WORK OUT. 
HERE'S WHAT YOU CAN DO.

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HERE'S WHERE YOU CAN GO TO FIX 
IT. 
SAMANTHA JUST GRADUATED FROM 
THE PROGRAM, AND HER TRAINING

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HAS PAID OFF. 
THROUGH THE RESIDENCY, 
YOU ARE TAKING MORE LEAVE, 
BUT YOU DO STILL HAVE THAT EXTRA

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BODY IN THE ROOM OF YOUR 
COOPERATING TEACHER. 
I AM NERVOUS TO SEE WHAT IT WILL 
BE LIKE MY FIRST YEAR JUST ME IN

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THE CLASSROOM, BUT I FEEL 
CONFIDENT KNOWING THAT WHATEVER 
I STRUGGLE WITH I KNOW EXACTLY 
WHO I CAN GO TO, AND I FELT

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REALLY COMFORTABLE WITH EVERYONE 
IN THE SCHOOL. 
SO I KNOW WHO I CAN GO TO FOR 
HELP.

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MORT ELEMENTARY PRINCIPAL 
WOODLAND JOHNSON HAS WORKED WITH 
THE URBAN RESIDENCY PROGRAM FOR 
FOUR YEARS.

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WE'RE ABLE TO WORK WITH THEM 
EVERY DAY ON GETTING TO KNOW 
CHILDREN, TO GETTING TO KNOW 
FAMILIES.

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BEING ABLE TO SAY AT A 
HIGH-NEEDS SCHOOL, WHAT ARE SOME 
OF THE ISSUES THAT TEACHERS WILL 
HAVE TO ENCOUNTER WHEN THEY COME

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INTO THEIR FIRST YEAR OF 
TEACHING? 
AND SO THIS WAY, OUR RESIDENTS 
HAVE HAD TWO YEARS BEING HERE

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EVERY DAY TO REALLY GET TO KNOW 
THE FAMILIES AND THE COMMUNITY 
AND THE NEEDS. 
SO THAT THEN WHEN THEY TAKE OVER

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THE CLASSROOM, WHEN THEY ARE THE 
ONLY TEACHER IN THE CLASSROOM, 
THEY HAVE BENEFITED FROM THOSE 
OPPORTUNITIES.

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DO YOU GUYS THINK YOU COULD 
DO THAT? 
WE CAN LOOK AT EACH OF OUR 
RESIDENTS AND SAY WHERE ARE

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THEIR STRENGTHS? 
WHERE ARE AREAS THAT WE WANT TO 
CONTINUE TO DEVELOP THEM ON? 
IS IT CLASSROOM MANAGEMENT?

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IS IT INSTRUCTIONAL STRATEGIES? 
IS IT DIFFERENTIATION OF 
INSTRUCTION? 
AND THEN WE'RE ABLE TO REALLY

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DIFFERENTIATE SOME OF OUR 
PROFESSIONAL DEVELOPMENT AND 
WORKING IN CONJUNCTION WITH THE 
UNIVERSITY TO MAKE SURE THAT

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WE'RE ABLE TO ADDRESS THOSE 
NEEDS FOR EACH RESIDENT AND 
TRULY GET THEM PREPARED TO GO 
INTO EDUCATION.

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AND AT THE END OF THE 
PROGRAM, NEWLY GRADUATED 
TEACHERS ARE READY TO START 
THEIR NEW CAREER ON DAY ONE.

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THE NICE THING FOR ME IS THAT 
AT THE END OF THEIR SECOND YEAR, 
I HAVE HAD TWO YEARS TO REALLY 
WORK AND DEVELOP THEM.

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SO IF I DO HAVE OPENINGS AT OUR 
SCHOOL, I AM ABLE TO HIRE THEM. 
THIS YEAR I HAVE BEEN ABLE TO 
OFFER JOBS TO THREE OF THE

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RESIDENTS THAT WE HAD. 
SAMANTHA IS ONE OF THOSE NEW 
HIRES AND IS READY TO START. 
TODAY SHE'S WORKING WITH

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SARA WORNER WHO GRADUATED FROM 
THE PROGRAM TWO YEARS AGO. 
SARA WAS ABLE TO MAKE THE 
TRANSITION TO TEACHING IN AN

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URBAN SCHOOL WITH FEW GLITCHES. 
THE WHOLE THING ABOUT THE 
RESIDENCY PROGRAM WAS IT WAS 
DIRECTLY -- WE WERE ALL IN TITLE

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I SCHOOLS SO THEY DIRECTLY GAVE 
US STRATEGIES OF TEACHING WITH 
POVERTY IN MIND, STRATEGIES 
SPECIFICALLY GEARED TOWARDS THE

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STUDENTS WE WERE TEACHING. 
IF YOU'RE UP FOR A CHALLENGE, 
IT'S WORTH IT IN THE END. 
THE STUDENTS MAKE IT WORTH IT.

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IT IS A STRUGGLE, BUT WHEN YOU 
SEE THAT FINALLY IT CLICKS, YOU 
SEE THEM FINALLY LEARN, THE 
SMILES ON THEIR FACE WHEN YOU

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SEE THAT LIGHT IN THEIR HEAD GO 
ON, THAT'S WHAT MAKES IT WORTH 
IT. 
WHAT WAS ONE OF THE CRAZY

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THEORIES THEY HAD IN THE 
ARTICLE? 
I THINK EACH ONE OF US 
INVOLVED IN THE PROGRAM KNOW

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WE'RE A PART OF SOMETHING 
UNIQUE, THAT'S A 
ONCE-IN-A-LIFETIME OPPORTUNITY 
TO BE AT THE CUTTING EDGE OF OUR

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FIELD AND MAKING A DIFFERENCE IN 
EDUCATION. 
ONE OF THE GOALS OF THE URBAN 
RESIDENCY PROGRAM IS TO MEET THE

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NEEDS OF THE ELEMENTARY STUDENT, 
WHATEVER HIS OR HER CHALLENGE 
IS. 
ALL CHILDREN ARE BORN WITH AN

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INCREDIBLE WEALTH OF BRILLIANCE 
AND KNOWLEDGE AND ABILITY. 
AND WE ARE ALL ABOUT RECOGNIZING 
THAT, BUT ABOUT TRAINING THE

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EDUCATOR TO RECOGNIZE THE 
ENVIRONMENT, TO SEE THE 
CIRCUMSTANCES, TO WORK WITH 
THOSE CIRCUMSTANCES, TO DRAW OUT

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THEIR TALENTS, THEIR GIFTS, 
THEIR ABILITIES. 
BECAUSE IT'S SUCH AN AREA OF 
HIGH NEED, THIS IS OUR MISSION

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TO DEVELOP EDUCATORS, AND WE ARE 
BEING SUCCESSFUL AT IT, WHICH IS 
REALLY EXCITING.

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HELIOS EDUCATION FOUNDATION, 
A PROUD SUPPORTER OF EDUCATIONAL 
PROGRAMS ON WEDU, IS PROUD

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TO SUPPORT WEDU QUEST. 
YOU CAN LEARN MORE  
AT HELIOS.ORG