TIRP Program Description

Similarities and Differences between Traditional New Teachers and Resident Teachers

Teacher Education Classes

Observation/Supervision Requirements

Duties of Principal

Teacher-in-Residence Program (TIRP) Field-Based Communication Protocol

Agreement

Resources Available for Principals to Download

Similarities and Differences between
Traditional New Teachers and Resident Teachers*

	Traditional New Teacher	Resident Teacher
Student Teaching	Completed	No Student Teaching
University-Level Education Classes	Completed	None
Maturity	Developing -> Mature	Very Mature
Mission/Vision	Forming	RTs are very clear on their desire to teach and make a difference in student lives.
Life Experiences	Limited -> Mature	RTs bring a wealth of work and life experiences to the classroom/school
Support for Classroom Management/b>	High Support Needed	High Support Needed
Teaching Experience	Student Teaching	Some RTs have subbing or emergency certificates in their background.
*The above statements should be considered as generalizations.

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Observation/Supervision Requirements

• Each resident teacher must participate in 100 hours of observation/supervision during each year of the program. Observation/supervision is logged on the "Time Log" and/or the "Supervision Log" kept by the resident teacher.
• The TIRP conducts most of the observation/supervision during the first year of the program.
• The building conducts most of the observation during the second year of the program.
• The TIRP conducts most of the supervision during the second year of the program.
• TIRP pays for the mentor the first year and the school pays for the mentor the second year of the program.
• A resident teacher's progress on the Professional Teaching Standards is logged on the TIRP electronic inventory. The TIRP staff does the majority of the logging during the first year. The principal/mentor is responsible for checking off any standards during the second year of the program.
• The TIRP Teacher Education Curriculum (Saturday classes) satisfies the requirements for an induction program. At the end of the two-year TIRP, the resident teacher will be noted as having completed an induction program. If the school/district wants the resident teacher to complete the school/district's induction program, TIRP staff requests that this be done during the 2nd year of the program, not the first.

• Observation/Supervision:

  A resident teacher shall participate in 100 hours of observation/supervision during each year of the Teacher-in-Residence Program. CDE does not dictate the number of hours of each that a resident teacher must have each year of the program. (See the Two-Year Schedule Chart for a breakdown of the responsibilities for resident teacher observation and/or supervision).

• Observation:

  Any classroom observation (announced or unannounced) done by the principal or mentor for the purpose of helping the resident teacher become more knowledgeable or skillful shall be considered an observation. Many, if not most, observations are logged on the "Time Log." After the first semester of the first year in the TIRP, resident teachers are eligible to have standard elements checked off on the electronic inventory (kept on the TIRP electronic inventory). Verbal feedback is always given the resident teacher no matter how short or long the observation. The resident teacher is the keeper of the Time Log .

• Supervision:

  Any activity other than observation done by the resident teacher and planned by the principal or mentor for the purpose of helping the resident teacher grow as a teacher shall be considered a supervised activity. It is expected that the resident teacher will participate in a feedback session related to the supervised activity. Supervised activities can include: professional reading, staff development/training, observation of other staff members, professional conferences, discussion groups, and the like.

Duties of Principal

The principal and mentor will assist/mentor the TIR teacher in becoming a competent and confident teacher. This includes the following:

• Recognizing that the resident teacher needs different support than a traditional beginning teacher.
• Identifying the knowledge and skills the resident teacher is required to demonstrate in the Performance-Based Standards for Colorado Teachers.
• Demonstrating the Performance-Based Standards for Colorado Teacher for the resident teacher, if needed.
• Instructing/supporting the resident teacher as he/she becomes skillful in the Performance-Based Standards for Colorado Teachers.
• Evaluating the resident teacher against the Performance-Based Standards for Colorado Teachers.
• Logging all hours of observation/supervision activities on the PPBOCES/UCCS TIRP Log each year of the program.
• Communicating the progress of the resident teacher (including any difficulties the resident teacher may be having with PPBOCES TIRP coordinator.

Teacher-in-Residence Program (TIRP) Field-Based Communication Protocol

1. The TIRP field supervisor is to be contacted first.
2. The TIRP field supervisor will then consult with others to determine if other individuals need to be involved (e.g., resident teacher, mentor, principal, TIRP administrators).
3. The field supervisor is encouraged to consult with other field supervisors in order to obtain professional insights and perspectives on the matter at hand (confidentiality shall be maintained).
4. If any party feels that matters cannot be resolved at this initial level, contact should be made with the TIRP administration in which further actions can be determined.

Agreement

Resources Available for Principals to Download