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A Residency Model in STEM Teacher Education for Under-Served Communities: A Storied Event During COVID-19

A Residency Model in STEM Teacher Education for Under-Served Communities: A Storied Event During COVID-19

Rachel A. Ayieko
Copyright: © 2024 |Pages: 15
ISBN13: 9781668499047|ISBN10: 1668499045|ISBN13 Softcover: 9781668499054|EISBN13: 9781668499061
DOI: 10.4018/978-1-6684-9904-7.ch002
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MLA

Ayieko, Rachel A. "A Residency Model in STEM Teacher Education for Under-Served Communities: A Storied Event During COVID-19." Transformative Leadership and Change Initiative Implementation for P-12 and Higher Education, edited by Tracy Mulvaney, et al., IGI Global, 2024, pp. 22-36. https://doi.org/10.4018/978-1-6684-9904-7.ch002

APA

Ayieko, R. A. (2024). A Residency Model in STEM Teacher Education for Under-Served Communities: A Storied Event During COVID-19. In T. Mulvaney, W. George, J. Fitzgerald, & W. Morales (Eds.), Transformative Leadership and Change Initiative Implementation for P-12 and Higher Education (pp. 22-36). IGI Global. https://doi.org/10.4018/978-1-6684-9904-7.ch002

Chicago

Ayieko, Rachel A. "A Residency Model in STEM Teacher Education for Under-Served Communities: A Storied Event During COVID-19." In Transformative Leadership and Change Initiative Implementation for P-12 and Higher Education, edited by Tracy Mulvaney, et al., 22-36. Hershey, PA: IGI Global, 2024. https://doi.org/10.4018/978-1-6684-9904-7.ch002

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Abstract

The recruitment and retention of STEM teachers for under-served schools has been challenging. Several foundations have partnered with teacher education programs to address the high turnover of STEM teachers in underserved schools. The author's institution hosted three cohorts of fellows sponsored by the Institute of Citizens and Scholars. This chapter provides a storied account of the preparation of the fellows. The account includes a description of the program, the challenges, and the successes we experienced. The author seeks to answer, “What factors promote the retention of beginning teachers to build resilience and resilience in teaching in the under-served schools?” COVID-19 forced us to consider the community partnerships needed for the beginning teachers. The selection of mentor teachers was necessary for the retention and resilience of the beginning teachers during this challenging time. Additionally, supporting the teachers during their first three years of teaching improved their understanding and appreciation of underserved schools.

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