Empowering educators
Innovative teacher residencies launched with donor support
Students and graduates like Lizzi Waldner, ’26, say UWL’s Teacher Residency Program has opened pathways to careers in education. The program mirrors the successful paid residency model long used in the medical field.
Posted 1:04 p.m. Monday, Sept. 14, 2026
Lizzi Waldner was determined to put her best foot forward as she embarked on her path as an aspiring teacher.
But she quickly ran into a wall.
Prior to beginning student teaching, Waldner’s day was packed full: education coursework, a practicum experience in a local elementary school and a part-time job in the evening. The pressure to make the most of her school experience collided with the challenge of paying her bills, causing Waldner to feel burned out.
But an innovative new program at UW-La Crosse changed everything.
Launched in 2025 with support from donors Brian and Lori Hesprich, both ’81, UWL’s Teacher Residency Program has transformed the support system for aspiring teachers, mirroring the successful residency model long used in the medical profession. Each year, the program awards up to 10 elementary/special education dual majors with a $30,000 scholarship, funded partly by the program and partly by the partnering school district.
Residents remain in the same placement throughout the academic year, allowing them to develop lasting relationships with students and work alongside mentor teachers who also receive a stipend.
“The idea that student teachers could receive financial support throughout the school year but also get foundational support for their career by learning from professionals in their school district and at the university … to me, it’s beneficial all around,” says Lori, a longtime teacher for the Green Bay Area Public School District. “We hope this will propel students to develop confidence and show them that education is the right field for them.”
Waldner, who student taught in kindergarten and special education at Hamilton Elementary School in La Crosse, described the financial component of the residency as a huge benefit. She says it allowed her to “dedicate my full energy and attention to my students and give them the best version of myself.”
After graduating in May, Waldner began working full time as a special education teacher at Hamilton — an opportunity to build upon her already solid foundation at the school.
“The year-long placement in one school was incredibly valuable,” she says. “Being present for the entire school year gave me a deeper understanding of student growth, classroom routines and school culture. It’s not often that student teachers get to experience both the first and last day of school. Having that full-year perspective helped me better understand the impact consistency, relationships and community have on student success.”
The Teacher Residency Program reflects a forward-looking vision by UWL’s School of Education. Dean Marcie Wycoff-Horn learned about other states successfully using the residency model and, with the Hespriches’ support, brought the idea to UWL.
By removing barriers to careers in education, Wycoff-Horn believes UWL and partnering school districts can provide the type of impactful experiences that attract and retain teachers.
She is grateful to the Hespriches, she says, for their “generosity, partnership and belief in the transformative power of education."
“Their support not only creates meaningful opportunities for future educators but also helps address one of the most pressing challenges facing schools today: teacher retention,” Wycoff-Horn explains. “Through year-long paid residency experiences, our students enter the profession better prepared, more confident and more likely to remain in the classroom long term.”
Georgia Price, another teacher resident, says the program provided a major boost.
Splitting time between sixth grade math and special education at Onalaska Middle School, Price appreciated the opportunity to connect with students and learn from mentors over a full academic year.
“It was great to see a year from start to finish, seeing students grow through the year, and learning strategies to help students through seasonal slumps,” says Price, who now teaches special education at Longfellow Middle School in La Crosse.
Receiving a scholarship along with her residency also provided significant relief, she says.
“The financial component was a huge draw,” Price explains. “It took a lot of stress off, not having to work a job at the same time as teaching and doing the edTPA (Educative Teacher Performance Assessment).”
In total, the Hespriches are investing $850,000 in the program — $170,000 per year for five years.
Leaders in the School of Education hope to expand the program as it gains momentum, including exploring additional or permanent funding streams.
The support for education students comes at a critical time. In a recent survey, 89% of UWL student teachers reported that financial considerations influenced their exploration of career paths in education.
Having achieved their own success in work and in life — Lori as a teacher, Brian as a chief financial officer — the Hespriches are committed to giving back by supporting UWL and strengthening K-12 schools. Helping aspiring teachers enter the profession, they say, is a meaningful way to do both.
“The four years you spend in college are some of the most formative years of your life, and the educational experiences I had at UWL are something I really enjoyed,” Brian says. “Education is so important. In today’s age where teachers don’t always get the credit or the respect that they deserve, we want to support opportunities for aspiring teachers to gain confidence and hopefully fall in love with the profession. I think this program is a step in that direction.”
