How do we situate learning (Lave & Wenger, 1991) for initial teacher education to promote partnerships and authentic collaboration between university-based educator preparation programs (EPPs) and the schools we serve? One potential solution, called “teacher residency” is rooted in robust partnerships and authentic-real world contexts. These residency programs aim to provide teacher candidates a richer understanding of subject matter with year-long immersive experiences in the classroom alongside highly trained and hand-selected mentor teachers. Implementing such programs requires increased time and effort in developing partnerships between university EPPs and school districts through shared decision making and planning around course curricula, field experiences, mentoring, coaching and feedback, as well as compensation models. "Situated learning" in the context of teacher preparation places future teachers within real-world classroom scenarios, allowing them to actively participate and learn through authentic experiences within a community of practice, rather than solely acquiring theoretical knowledge in isolation. Essentially, teacher candidates engage in learning by doing to prepare them for the complexities of actual teaching environments (Korthagen, 2008; Meyers & Lester, 2013). This community embedded model is not new, however the teacher residency model recently adopted across the United States contains multiple features that set it apart from past community-based models. This mixed methods research study examines university-based EPPs in Texas that implemented a residency program from 2019- 2023. Using communities of practice and situated learning (Lave & Wenger, 1991) as the theoretical frame, this study outlines the context in Texas and asks, what challenges and opportunities arose for EPPs that adopted this new model? We describe the university based EPP programs using descriptive statistics. In addition, we examine graduation and employment rates of residency teacher candidates utilizing a state-wide longitudinal database. We also survey teacher candidates and university personnel to identify the most pressing challenges and the most hopeful opportunities in the residency model. Our findings suggest that teacher residency does not increase the diversity of teacher candidates, however those who participate in residency express high rates of self-efficacy and commitment to the field. Educator Preparation Programs discussed several key challenges including shifting coursework and faculty responsibilities, finding funding to support training and stipends for mentor teachers as well as to pay teacher residents for increased time in the field. Yet these challenges are offset with a renewed enthusiasm and commitment to teacher education, including an infusion of new ideas through school/university connections and partnerships.

Korthagen F. A. J. (2010). Situated learning theory and the pedagogy of teacher education: Toward an integrative view of teacher behavior and teacher learning. Teaching and Teacher Education, 26, 98-106. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press. Meyers, S. and Lester, D. (2013). The effects of situated learning through a community partnership in a teacher preparation program. SAGE Open, July–September: 1–9.