WEBVTT

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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