MSU Teacher Residency (MSU-TR)

What is MSU-TR?


About MSU Teacher Residency

The MSU Teacher Residency is designed to meet the demand for highly competent teachers in critical shortage school districts in Mississippi. While all individuals with a completed bachelor’s degree from a regionally accredited college or university are invited to apply, we particularly encourage diverse applicants such as people of color, men, and veterans from the Armed Forces that are traditionally underrepresented in the education field, as well as teacher assistants to an intensive yearlong preservice clinical graduate program alongside strong mentoring by an accomplished teacher in the K-6 classroom setting resulting in elementary (K-6) certification and endorsement in special education (K-12) and a master of arts in teaching degree. A generous grant from the Mississippi Department of Education funds the full tuition, books, and testing fees for each resident admitted to the program.

Partner School Districts

MSU Meridian has partnered with school districts that have been identified on the Mississippi Geographical Critical Shortage Areas list located within the areas of the state immediately surrounding MSU’s Meridian and Starkville campuses. The university and district partners work together to identify and recruit well qualified people to participate in the MSU Teacher Residency program as residents.  Accomplished teachers are also identified by the district to serve as mentors to the resident throughout the program.  During the yearlong residency program, residents are employed by the partner district and commit to serving in that district for at least two years upon completion of the residency.

Current district partners are: Choctaw County School District, Kemper County School District, Lauderdale County School District, Louisville Municipal School District, Meridian Public School District, Noxubee County School District, & Starkville-Oktibbeha Consolidated School District.


The primary goal of the MSU Teacher Residency is to eliminate opportunity gaps for students in partner school districts by providing an intensive residency experience with rigorous graduate-level teacher preparation and closely tied clinical practice to produce day-one highly effective elementary and special education teachers. Our collective theory of change is that this intensive residency experience based on a Learning Cycle Model will result in accomplishing this goal of mitigating these opportunity gaps.

All residents will complete an induction camp followed by three semesters of placement-and-evidence-based teaching methodologies developed around the Learning Cycle model that connects learning about teaching with classroom experiences (Teacher Education by Design, 2014). The following illustrates the course progression within the residency through six time-specific phases called residency blocks beginning and ending in May each year:


MAT-Elementary and Special Education

Leading to K-6 Licensure with Special Education K-12 and Reading Supplemental Endorsements



Course Title


EDE 8113 Planning and Management for Elementary & Special Education 3
EPY 6133 Data Based Decisions 3

EDX 8173

Special Education in the Regular Classroom 3

RDG 6143

Early Literacy I 3

RDG 6123

Early Literacy II 3
EDE 6623 Teaching Elementary STEM 3
RDG 6133 Integrating Literacy Instruction into the Content Area 3
EDE 8133 Internship I 3
EDE 8143 Internship II 3
RDG 8713 Teaching Struggling Readers and Writers 3
RDG 8453 Research in Reading 3
Elective Special Education Elective 3
  Total Hours 36

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Field experiences for residency block I will take place in summer programs operated by the partner school districts and early childhood programs identified by the partner districts. During residency blocks II, III, and IV,  residents will complete all field experiences in an assigned elementary classroom with guided visits to additional settings such as special education classrooms, classrooms serving English Language Learners, and specific content classrooms.

The curriculum is designed so that a resident may be issued a three- year non-renewable teaching license after completing the initial licensure courses (Early Literacy I, and Teaching Elementary STEM). This will allow the district to use the resident as an elementary teacher while completing the residency curriculum if they so choose. An alternative to this is for the resident to be employed as either a teacher assistant or other paraprofessional in an elementary classroom within the partner school district while completing the residency curriculum.