Residency Foundations
Section 3:
Financial Sustainability of the Residency Model
Financial Sustainability of the Residency��Section 3 Outcomes
Participating programs will
Key Characteristics Addressed
3.2A Financial Sustainability
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Long-term commitment by all partners to contribute the necessary resources to operationalize the program
3.1A Financial Sustainability
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Program costs include resources and personnel necessary for effective implementation
Programs Are Financially Stable
An important first step to residency program design is identifying and establishing the program’s fiscal sustainability. Some programs may sustain their program through internal funding pathways. Other programs may consider applying for CTC or other grant funding.
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Programs Are Financially Stable
Residency leadership should consider exploring sustainable funding options using the Teacher Preparation Program Funding Explorer
Consider braiding multiple funding sources
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3.1B
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Case Study Exemplars: Residency Program Funding Scenarios
Click each picture to explore.
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Team Reflection
Which funding scenario most closely aligns to your program’s context?
Any sparks that came to mind to discuss within your program?
Any questions that you still have?
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Watch
How may affordability and sustainability be built into your residency program?
Reflect
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Staffing Models for Sustainability
Sustainable residency programs do not rely solely on grant funding. Several staffing models may be implemented to increase program sustainability and address LEA needs.
The two models outlined in this section are:
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3.1B
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“The Substitute Model”
Tineh, A., Beard, G., & Horwath, B. (2021). Innovative Staffing Models to Sustain Teacher Residencies. Education First.
Incorporating Substitute Teaching into Teacher Residencies. Prepared to Teach
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3.1B
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”The Paraprofessional Model”
Dennis, H., & DeMoss, K. (2021). Simple shifts: Creating paid roles to support aspiring teachers. New York: Prepared To Teach.
Tineh, A., Beard, G., & Horwath, B. (2021). Innovative Staffing Models to Sustain Teacher Residencies. Education First.
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Team Reflection
What sustainable staffing model (if any) does your program implement?
Does your 5-year plan include sustainable staffing models?
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Developing Value Propositions�(“Return on Investment”)
Residency programs bring benefit or value to all who participate; however, these values may differ depending on the stakeholder. For example, residency programs are valuable to institutions such as the Local Education Agency or Institution of Higher Education because they bring a well-trained, representative workforce to local schools. Residency programs also bring value to potential residents because they gain extensive, wraparound support training before entering the profession. Other stakeholders that benefit from residency programs may include students, mentor teachers, school sites, parents, surrounding communities, and more.
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Developing Value Propositions�(“Return on Investment”)
“Value propositions” are concise statements of the benefits or valuable outcomes of a product or service.
Value propositions for residency programs may include three main elements:
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Developing Value Propositions�(“Return on Investment”)
Residency programs should consider developing value propositions for various stakeholders.
This resource can help your programs to exploring potential value propositions for various stakeholders. Keep these in mind as you design or redesign your program.
Note: you will be supported in developing your own value propositions in a later section of this module.
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Residency Program Coaching Request
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Next Section:�Establishing Residency Partnerships