The Resident Teacher Program in Special Education (RTPSE) at the University of Mary seeks to attract and keep teachers in North Dakota schools that may have difficulty recruiting and retaining teachers, especially in areas of high need. RTPSE's goal is to provide licensed teachers with support in entering the special education profession.
Resident teacher candidates are North Dakota licensed teachers, who complete an internship, of at least one year, but usually two, at a site serving students with special needs, under the joint supervision of experienced special educators and a University of Mary faculty member.
The Resident Teacher Program is a partnership between the University of Mary, North Dakota public schools and North Dakota special education units.
The target population of teacher candidates includes teachers licensed in early childhood, elementary and middle level and or secondary education, who may or may not have had prior teaching experience. Resident Teacher course work is at graduate level. [ more... ]
The resident teacher (RT) earns a master's degree in education or a credential in special education primarily through on-campus weekend sessions or intensive delivery over one- or three-week periods in the summer and through on-the-job experience in a setting serving students with special needs.
The RTPSE is a two-year program in which the resident teacher participates in a school based internship during both academic years. Each resident teacher assumes full responsibility for a special education caseload and must be licensed to teach in North Dakota.
The RT earns a stipend from the special education unit and a waiver of University of Mary tuition for the special education coursework in the master's degree. Candidates completing the RTPSE will be prepared to teach children with mild to moderate disabilities in primarily inclusive settings.
Resident mentors (special education teachers) from the school district/special education unit provide support for the resident teacher and work with the university supervisor. The mentor offers the resident teacher consultation, feedback and support. Resident mentors receive training prior to the start of the academic year. Resident mentors are chosen collaboratively by the school district, special education director and university.
In order to participate in the Resident Teacher Program, a school district forms a team consisting of the principal, special education mentors, and special education director and/or coordinator who commit to the following:
- Provide a mentor teacher in each of the disability categories (i.e. LD, ED, MR).
- Balance the resident teacher's caseload and time between students in each of the three disability areas.
- Provide regular scheduled meeting times for the resident teacher and resident mentors to meet.
The University of Mary provides:
- An orientation
- Ongoing consultation
- On-site visits
Applicants apply for both the graduate status at the University of Mary and for resident teacher candidacy. To apply, contact:
kluttech@umary.edu
Responsibilities of Resident Teacher team members
Resident Teacher
- Provide all special education services designated by the Individualized Education Program (IEP) for students assigned to you.
- Direct Instruction Minutes in Section I of IEP.
- Consultative Service Minutes in Section I of IEP.
- Be responsible for accommodations and adaptations in Section H of IEP (either by doing them yourself or making sure a classroom teacher is doing them).
- Manage records for students assigned to you:
- Set up, facilitate and carry out IEP.
- Conduct assessments, write reports, facilitate integrated written report meetings.
- Participate in all school meetings and activities required for teachers.
- Participate in local and/or state Council for Exceptional Children (CEC) activities.
- Maintain open and professional relations and regular communication with on-site school personnel (mentor teacher, other teachers, principal, special education director, and others) and University of Mary Mentor.
Resident Mentors
- Provide the resident teacher with an appropriate and reasonable caseload of students. The caseload must include only students with LD, mild/moderate ED, and mild/moderate MR.
- Devise team plan in collaboration with university mentor and resident teacher.
- Facilitate monthly meetings with university mentor and resident teacher.
- Provide ongoing support and mentorship to the RT in these areas:
- Provision of direct and consultative instruction to students
- Completion of assessments, IEP updates, behavioral and other record management
- Collaboration with parents/guardians and other agencies
- Serve as the official case manager for the resident teacher's students.s
- Provide formal written evaluation of resident mentor (in collaboration with university mentor and resident teacher).
- Provide formal written evaluation of resident teacher (in collaboration with university mentor and resident teacher) during monthly meetings.
- Provide awareness of resident teacher assessment requirements.
University of Mary Mentors
- Make initial contacts with resident teacher applicants.
- Screen for match to Resident Teacher Program requirements.
- Guide through application process.
- Stress the importance of continuing commitment to receiving district.
- Provide course advisement.
- Communicate at least once per week with resident teacher.
- Attend monthly team meetings and monitor progress on Council for Exceptional Children (CEC) standards checklist.
- Observe IEP and/or assessment meetings. Provide feedback.
- Communicate with building principals and special education directors/coordinators as needed.
University of Mary Program Director
- Communicates with Special Education Unit personnel.
- Makes tuition arrangement with University of Mary Student Accounts.
- Oversees all aspects of Resident Teacher program.
- Coordinates Resident Teacher programs with the University of North Dakota and Minot State University.
Building Principals
- Evaluate resident teachers using district approved evaluation process.
- Provide a substitute for resident teacher as necessary in case of illness or other appropriate leave from building allotment.
- Share information and/or concerns with resident teacher team.
- List only the mentor teacher on MISO3 and as IEP case manager.
- Ensure that the resident mentors have the time to follow through on their responsibilities to the Resident Teacher program.
- Support the Resident Teacher Program intent. Please do not use the resident teacher in place of a full-time special education teacher.
Special Education Director/Superintendent
- To provide the same service as you do for all special teachers - classroom visits, support at meetings when requested, consultation and technical assistance, ordering materials, and evaluation.
- Share information and/or concerns with resident teacher team.
- Support time for the Resident Mentors to carry out mentor duties.
- Ensure leave time for resident mentor and resident teacher to attend Resident Teacher program events.
- Cooperate with building principal and mentor teacher to ensure that the resident teacher's caseload is appropriate for the credential he/she is seeking.
- Support the Resident Teacher Program intent. Please do not use the resident teacher in place of a full-time special education teacher.
