The Teacher Residency Program in Minneapolis Public Schools (MPS) began as a collaborative effort between the district, the Minneapolis Federation of Teachers (MFT), and the University of Minnesota's College of Education and Human Development (CEHD). In 1993, the residency program was initiated at Patrick Henry High School, the district's professional practice site (PPS). Grants from the Minneapolis Federation of Teachers and the State of Minnesota Board of Teaching were instrumental in funding the program.

The intent of the Residency Program is to ease a licensed teacher's induction into urban teaching by providing the teacher with a reduced teaching load, on-site mentoring, and continued professional development throughout the first year of teaching.

In 1997 the program expanded from Patrick Henry to four other sites in MPS and to a total of 8 sites in 1998. In January, 1999, CEHD hired a full time coordinator to help manage the University's efforts in this collaboration. Currently, the Minneapolis Public Schools Residency Program involves 45 first year teachers at 11 sites. In the fall of 1999, the MFT introduced contract language that supports the Residency Program as the induction model for all first year teachers in the district.

The Residency Program is unique and innovative in that, instead of focusing on a discrete site PDS/PPS model, it serves to spread the "human" wealth throughout the district and puts first year teachers into significant contact with veteran teachers for a sustained period of time through mentoring. It also provides another dimension to the concept of professional practice school in that the approved residency sites become a network of professional practice schools in their own right. Residency sites are energized as teachers at the school--in addition to those who are officially providing mentoring--focus on best practices to assist the first year teachers. Anecdotally, principals, mentor teachers, and other veteran teachers report that those first year teachers who have been inducted through the Residency Program (rather than through a regular first year contract) are superior in their classroom management techniques, curriculum development skills, family involvement capabilities, and sense of collegial connections.

Mission

Minneapolis Public Schools, the largest school district in the state of Minnesota, serves nearly 50,000 students in 127 schools. Demographically, the largest student group is African American (43.4%) followed by Caucasians (30.0%), Asian American (14.4%) and Hispanic American (6.5%) and Native American (5.6%). As in many urban areas, MPS has experienced a large influx of refugees in the past few years. 17% of the student population are now classified as English Language Learners (ELL); 67% are eligible for free or reduced lunch.

The Minneapolis Federation of Teachers is, and has historically been, one of the most progressive in the nation. The MFT shared in leadership in instituting changes in teacher evaluation process and was instrumental in securing contract language that required action research for achievement of tenure and granted tenure teachers who conducted classroom research yearly bonuses. The MFT is committed to the belief that student achievement is best served by acknowledging and serving teachers' skills, attracting and retaining good teachers, and rewarding schools for student improvement.

As a professional school in a public land-grant university, the University of Minnesota's College of Education and Human Development contributes significantly to the University's outreach mission, which includes strengthening preK-12 education throughout the state, and particularly in the Twin Cities area in which it is situated. In addition to its role as a leader in preparing teachers for initial licensure, the CEHD also engages in significant research on a wide range of educational practices and supports continuing teacher development through its Teacher Leadership and Master of Education degrees. Our collaboration offers excellent opportunity for significant improvement in new teachers' transitions from college to urban classrooms.

Key Partnerships

Minneapolis Federation of Teachers
Louise Sundin, President

Minneapolis Public Schools:
Ava Nielsen, MPS Human Resources
Bob Ferguson, Anthony Middle School
Renee Montague, Brookside Elementary
Denise Rahne & Liz Adams, Patrick Henry Senior High School
Barb Everhart, North Senior High School
Linda Slocum, Olson Middle School
Al Pitt, Sanford Middle School
Karen Erickson, Shingle Creek Elementary School
Dave Beenken, South Senior High School
Marc Wanvig, Southwest Senior High School
Pam Girod, Sullivan Elementary School,

University of Minnesota College of Education and Human Development
Steve Yussen, Dean
Fred Finley, Department Chair: Curriculum and Instruction

For further information on this presentation please contact:

Patricia Thornton
Coordinator of Teacher Development
University of Minnesota
159 Pillsbury Drive, SE
Minneapolis, MN 55455
Telephone: (612) 626-8974
Fax: (612) 624-8744
E-mail: thorn020@tc.umn.edu

Julie Kalnin, Teaching Specialist
Minneapolis Public Schools
159 Pillsbury Drive SE
Minneapolis, MN 55455
Telephone: (612) 625-7520
Fax: (612) 624-8744
E-mail: kalni001@tc.umn.edu

Louise Sundin, President
Minneapolis Federation of Teachers
1300 Plymouth Ave North
Minneapolis, MN 55411
Telephone: (612) 529-9621

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