GRADUAL ASSUMPTION OF RESPONSIBILITY
TRP is designed to support a gradual assumption of teaching responsibilities that allows residents to develop the knowledge, skills, and confidence necessary for successful classroom leadership. During Student Teaching I (Semester 1), residents will be in their placement for half days and will progressively increase their instructional responsibilities through co-planning, co-teaching, and independent teaching opportunities under the guidance of their MT(s).
The Teacher Residency Program leads to dual licensure in both General Education and Special Education, residents are expected to develop competencies in both instructional settings throughout the residency experience. During Student Teaching I, residents will spend their half-day placement working collaboratively with both their general education and special education MT(s). The MT(s) are encouraged to develop a mutually beneficial schedule that allows the resident to gain meaningful experiences in each setting while maintaining continuity of instruction and relationships with students.
Throughout Semester 1, residents should gradually assume responsibilities associated with both classroom environments. In addition to developing skills in lesson planning, classroom management, and content instruction within the general education classroom, residents should begin participating in the work of the special education teacher. This may include observing and supporting the implementation of IEPs, 504s & students with additional learning needs, collecting and analyzing student data, assisting with progress monitoring, facilitating small-group and individualized instruction aligned to IEP goals, and learning how accommodations and modifications are implemented across educational settings.The TR should be working with their general education setting to support students in their classroom with additional learning needs, but also assist the special education MT across other grade levels supported while schedules allow.
The goal of ST1is for TRs to begin understanding how general education and special education services work together to support student success (UDL model & Co-teaching). By the end of the semester, TRs should be actively engaged in co-planning, co-teaching, progress monitoring, implementation of IEP goals, and collaborative problem-solving across both educational settings. Below is an example of expected gradual assumption of responsibility. We realize all classrooms and MTs are different and experiences may vary slightly with the assumption of responsibilities. Special Education setting expectations and release models will vary with student need and MT(s) discretion/case loads.
During Weeks 1–3, the resident's primary responsibilities include observing instructional practices, building relationships with students, learning/introducing classroom routines and procedures, and assisting the MT(s) with daily rituals, transitions, and classroom management. This initial phase provides an opportunity for residents to understand the culture, expectations, and instructional practices of the classroom & MT(s)s to get to know the residents teaching style, disposition, and experience.
During Weeks 3–6, TRs will begin assuming responsibility for planning and facilitating the classroom's morning meeting or equivalent community-building routines. TRs should collaborate with their MT(s) to develop and implement engaging morning meeting experiences while continuing to support other classroom responsibilities. During this phase, residents may also begin facilitating a WIN (What I Need) group, intervention group, or other small-group instructional opportunities to further develop their instructional decision-making and assessment practices.
During Weeks 6–10, residents will assume responsibility for one core academic subject area through a co-planning and co-teaching model. This subject should be selected collaboratively with the MT(s) and is expected to serve as the focus area for the resident's edTPA planning and implementation. If a WIN/intervention group was not already assumed, the resident should begin facilitating a WIN (What I Need) group, intervention group, or other small-group instructional opportunities.
Beginning in Week 10 and continuing through the end of Semester 1, TRs will assume responsibility for an additional subject area and gradually increase their instructional leadership. The pace and scope of additional responsibilities should be determined collaboratively by the MT(s) and TRs based on demonstrated readiness, student needs, and classroom context. By the end of Student Teaching I, residents should be actively engaged in planning, instruction, assessment, and classroom management across multiple content areas in the regular education setting and special education setting with an emphasis on co-teaching and co-planning to co-serve.
During Student Teaching II (Semester 2), TRs transition to full-day placement responsibilities and continue building upon the instructional responsibilities established during Semester 1. Residents should gradually assume increased responsibility for co-planning and co-teaching across most or all subject areas while deepening their involvement in the responsibilities of both the general education and special education classroom teachers. This includes participation in progress monitoring, implementation of IEP goals and accommodations, family communication, data collection, collaborative problem-solving, and other professional responsibilities expected of classroom educators.
Throughout Semester 2, residents will work toward demonstrating competence in independently planning, instructing, assessing, and managing learning environments across both settings. This progression culminates in three to four lead teaching weeks within each placement setting, during which the resident assumes primary responsibility for all instructional and professional duties associated with that classroom. During lead teaching weeks, the resident reports directly to the MT in the lead-teaching placement and is not expected to divide responsibilities between MTs. Both MTs remain available for support, mentoring, and feedback while allowing the resident to experience the full scope of classroom leadership in the regular education setting and special education setting.
The gradual assumption of responsibility model is intended to provide a supportive framework that promotes professional growth, reflective practice, and increasing independence while ensuring high-quality learning experiences for all students.
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