Document Type
Unpublished Paper - NLU Access
Publication Date
10-12-2016
Abstract
As the profession calls for candidates to spend more time in field placements, and a call for more residency models for preclinical placements, one issue that frequently comes up is the tension between the school partner and the university or institution providing the coursework or training. In the residency program with NLU and AUSL, there has been tension within the AUSL residency program between the coaching residents receive at their placement sites and the coursework at NLU. With the strong emphasis on a strict Behavior Management Cycle (BMC) the AUSL residents often missed out on opportunities to learn how to develop a strong classroom environment with rigorous and engaging academic instruction at the center. This study attempted to gain a deeper understanding of what successes and challenges first-year residents face in their classrooms and how NLU coursework can better support them in developing a positive classroom environment that includes rigorous and engaging academic instruction. We chose to examine several core practices identified by TeachingWorks, based at the University of Michigan, in order to identify core practices to help both NLU and AUSL frame future discussions around these core practices. Participants included 20 AUSL residents who had completed the program in the last year, referred to as “first year teachers”, and 37 current residents. Data sources included surveys and follow up interviews. Findings will inform NLU faculty and our partners in AUSL leadership to work together to improve the residents’ experiences.
Recommended Citation
Lorch, Janet; Cunningham, Craig; and Kapp, Sunshine, "First-year AUSL Teachers' Readiness to Support Rigorous and Engaging Instruction" (2016). NCE Research Residencies. 4.
https://digitalcommons.nl.edu/nce_residencies/4