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

The student (called a resident in this program) makes a commitment to work in one of our seven partner school seven geographical critical shortage designated school districts located within the areas of the state immediately surrounding MSU’s Starkville and Meridian campuses while enrolled in the program and to serve as an elementary or special education teacher for a minimum of three years after completion of the residency.

These districts include Choctaw County School District, Kemper County School District, Lauderdale County School District, Louisville Municipal School District, Meridian Public School District, Starkville-Oktibbeha Consolidated School District, and Union Public School District.

Academics

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

 

RESIDENCY BLOCK I – SUMMER TERM (12 hours)

Course Topic

MSU Source Title

MSU Course Description

Hours

Orientation Residency Induction Camp Orientation to the residency mdel and introduction to classroom management and assessment  0
Classroom Management
(Initial Licensure -Take Praxis Content at Completion)
EDE 6990 – Planning and Managing of Learning for Elementary and Special Education Provides an understanding of instructional planning and classroom management in elementary and special education classrooms. 3

Data, Analysis and Evaluation 

(initial licensure course – taken during winter term or Summer II for non-initial licensure track)

EPY 6133 – Data Based Decisions Data-based decision making and case methodology to teach theory, techniques, and procedures for educational support teams to address behavioral and academic difficulty in school-aged children. 3

Early Literacy I 

RDG 6990 – Early Literacy Instruction I Foundational knowledge of the English linguistic system.
Methods/materials for teaching systematically the oral/written language connection, concepts about print, phonological/orthographic awareness, phonics principles.
3

Introduction to Special Education

(initial licensure course – taken during winter term or Summer II for non-initial licensure track)

EDX 8173 – Special Education in the Regular Classroom Provides a greater understanding of children with disabilities who may be in the regular classroom and suggests methods and techniques for teaching students with disabilities in the regular classroom. 3

 

RESIDENCY BLOCK II – FALL TERM (12 hours)

Course Topic

MSU Course Title

MSU Course Description

Hours

Internship I EDE 8990 – Elementary and Special Education Residency First semester of directed teaching in elementary and special education classrooms. 3

STEM Methods

EDE 8990 – Teaching Elementary STEM Research-based pedagogy and current issues and perspectives of teaching science, technology, engineering, and mathematics at the elementary level. 3
Early Literacy II RDG 6990 – Early Literacy Instruction II Concepts, materials, and teaching strategies for oral language development and early systematic reading and writing instruction specific to vocabulary, fluency, and comprehension.

(1st 8-week)

Integrating Reading and Writing Across the Curriculum EDE 8623 – Content and Disciplinary Literacy Instruction Theory, research, and methods for teaching elementary school students to use literacy as a tool for learning. 3 (2nd 8-week)


 

RESIDENCY BLOCK III – SPRING TERM (12 hours)

Course Topic

MSU Course Title

MSU Course Description

Hours

Internship II EDE 8990 – Elementary and Special Education Residency Second semester of directed teaching in elementary and special education classrooms. 3

Diagnosing and Assessing Reading Difficulties

(Take Foundations of Reading at Course Completion)

RDG 8713 – Teaching Struggling Readers and Writers Practicum experience teaching struggling elementary school literacy learners; identifying literacy learning strengths and difficulties;
teaching to improve achievement.
3

Special Education Elective 

(Take SPED Praxis at course completion)

EDX 8013 – Fundamentals of Teaching IDD

OR

EDX 8023 – Fundamentals of Teaching LD

Characteristics of students with intellectual and developmental OR learning disabilities. Theories, principles, and methods for teaching individuals with intellectual and developmental OR learning disabilities. 3 (1st 8-week)

Research Related to the Teaching of Reading

RDG 8453 – Research in Reading

The function of research in the development of reading programs; contribution of research to reading.

3 (2nd 8-week)

 

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.