This paper explores the challenges and opportunities involved in scaling the Empire State Teacher Residency Program (ESTRP), a partnership between Touro University and New York City Public Schools, operating within the US PREP coalition. As ESTRP expands from an inaugural cohort of 12 to potentially over 600 residents, the study examines how program quality, fidelity, and equity can be maintained during rapid growth. Drawing on Senge's organizational learning theory and Fullan's framework for educational change, the research highlights the importance of systems thinking, shared vision, and feedback loops in supporting sustainable expansion. The study details how collaborative professional learning communities, innovative funding models, and a commitment to teacher diversity have been leveraged to address the complexities of urban teacher preparation. Findings reveal both the promise and the tension inherent in scaling residency programs within a neoliberal policy context, where efficiency and accountability pressures can conflict with the relational and developmental nature of high-quality teacher preparation. By centering authentic partnerships, data-driven improvement, and co-visioned clinical practice, ESTRP demonstrates a model for preparing diverse, effective teachers for high-need urban schools. The paper concludes with implications for policy and practice, offering insights for other programs seeking to scale while maintaining rigor and equity.
Sullivan-Rubin et al. (Fri,) studied this question.
Synapse has enriched 5 closely related papers on similar clinical questions. Consider them for comparative context: