The Marshall Teacher Residency seeks to support the next generation of teachers in building the skills, mindsets, and practices to lead high-quality student-centered classrooms. The residency is a one year program during which residents are immersed in classrooms while also completing credentialing coursework leading to a California Multiple Subject Preliminary Teaching Credential. The residency program was designed in collaboration with the Stanford Center for Assessment, Learning and Equity (SCALE), as well as experts and practitioners in the field. 

The Marshall Teacher Residency was established in 2017 and has continued to grow - we now place Residents in classrooms across California through a wide array of school partners. The residency program started by offering Single Subject teaching credentials, and will be in its second year of offering a Multiple Subject credentialing program in SY24-25. The Multiple Subjects Mentor brings expertise in elementary education to enact and iterate on the pilot year program curriculum and clinical experience in order to successfully lead the program. Through collaboration with other Teacher Residency Mentors, the Multiple Subjects Mentor is also integral to the success of the entire cohort across program areas.

Throughout the program, Residents work alongside a Cooperating Teacher four days a week for the length of the school year to gradually build their responsibility and independence with all facets of the teacher role. Residents also participate in school site professional development and teacher collaboration structures. The learning experiences and coursework that Residents engage in align with our values about teaching and learning - that classrooms should be student-centered, data-driven, whole child, and anti-racist. Residents demonstrate their learning through authentic projects that are directly applied to their classroom placements. As a cohort, Residents engage in coursework one full day and one afternoon each week; this time is spent in a combination of whole group, small group, and individual learning experiences, depending on the needs of the Residents.

Residents receive support from both a Cooperating Teacher and a Mentor. The Mentor plays the role of both an instructor and coach. As an instructor, the Mentor leads the coursework learning experiences for the Multiple Subjects Residents, while also providing feedback on and assessing their credentialing coursework. The Mentor also observes and coaches 20-23 Residents a minimum of twice each month. This dual role allows the Mentor to support the Residents in making direct connections between the coursework and the experiences they are having at their school placements. The Multiple Subjects Mentor is part of the Marshall Teacher Residency program faculty and reports directly to the Program Director. The Marshall Teacher Residency program faculty is composed of a team of Mentors who lead the Multiple Subjects program, Single Subject program, and Education Specialist program. As a team, the Mentors represent a diverse set of expertise, including a wide variety of subject area knowledge, an array of professional backgrounds, and complementary skills. The team works together to deliver holistic support to the entire cohort Residents across program areas, honing in on the intersection between core pedagogical theory and values-aligned practices. Program faculty priorities for SY24-25 include continuous progress monitoring and tiered intervention to support Resident retention, Cooperating Teacher quality, and strong and sustaining relationships with our school partners.

About the Marshall Teacher Residency:

The Marshall Teacher Residency is a preliminary credentialing program accredited by the California Commission on Teacher Credentialing. The Marshall Teacher Residency is operated through Summit Public Schools’ Summit Preparatory Charter High School and a consortium of partner schools across California. 

What You’ll Do:

The Multiple Subjects Teacher Residency Mentor will have the following responsibilities: 

Facilitation of Credentialing Coursework

• Plan and facilitate project-based coursework and values-aligned learning experiences for the Multiple Subject residents. Support coursework experiences for the entire cohort of Residents across programs.
• Model high quality, student-centered instructional practices grounded in theory and best practices.
• Provide formative and summative feedback for Residents on all coursework assessments.
• Maintain a deep understanding of the program requirements, performance tasks, and assessment tools.
• Support Residents in successfully meeting the program requirements, including passing the CSET, RICA, and the edTPA.

Coaching

• Support 20-23 Residents through regular observation and coaching, a minimum of twice per month. This group will be composed of Multiple Subjects Residents, and may also include Residents in other credentialing areas, based on cohort enrollment.
• Conduct regular formal and informal classroom observations of Residents in-person and through video and provide feedback on their development.
• Progress monitor to ensure all Residents are on-track with program goals, intervening when necessary.
• Build strong relationships with Residents.
• Lead coaching conversations to support the growth of Residents.
• Respond to the professional and emotional needs of Residents.
• Build strong relationships and collaborate regularly with Cooperating Teachers to ensure a coherent, aligned experience and growth trajectory for Residents.
• Maintain open communication and positive relationships with school leaders.

Curriculum Iteration 

• Continually iterate on and revise Multiple Subjects credentialing program curricular materials and learning experiences based on data and feedback throughout the school year. 
• Work collaboratively with the Program Director and program faculty team to provide feedback on credentialing program curricular materials, learning experiences, and iterations across programs.

Professional Development and Program Improvement

• Participate in trainings, professional development, individual coaching, and team meetings with the Program Director and program faculty team.
• Engage and collaborate with the broader educational community regularly to remain up-to-date on best practices in P-12 education, higher education, and educator preparation.
• Participate in the 360 review and program evaluation processes to provide feedback on the credentialing program.

This position requires candidates to live in California and for occasional travel (approximately 1-2 weeks, 4-6 times per year) to our partner schools across the state.

Who You Are:

Key Qualities and Skills

• You are committed to and excited about the opportunity to mentor and support new teachers into the profession.
• You are aligned with the mission and values of the Marshall Teacher Residency, and seek to act in alignment with those values.
• You have a strong background in education theory and pedagogy, and expertise in values-aligned teaching and learning practices.
• You have a firm understanding of the principles of adult learning and are able to facilitate high quality, student-centered instruction grounded in theory and best practices.
• You exhibit a deep commitment to anti-racist teaching and learning practices.
• You have a depth of experience with backwards planning and mastery-based assessment.
• You have strong coaching and mentoring skills.
• You are proactive and a self-starter, able to balance taking initiative and working collaboratively with a team.
• You are able to collaborate effectively by sharing your expertise, asking questions, and supporting the shared goals of a team.
• You have a learner’s mindset and know that giving and receiving honest, actionable, and timely feedback helps us grow.
• You are deeply committed to continuous improvement.
• You have strong communication skills and are able to communicate with a variety of stakeholders including team members, residents, school leaders, and cooperating teachers.

What You Need:

Requirements

• Clear California Multiple Subject Teaching Credential
• Minimum of 5 years of full time teaching experience in an elementary (TK-5) classroom, experience across both early elementary and later elementary preferred
• Master’s degree in Elementary Education, Education or a related field
• Experience coaching and/or mentoring new educators in elementary education
• Meet health clearance, and pass the reference, background/criminal checks, per education code

What You Get:

Benefits

In addition to joining a team that is collaborative, supportive, and engaging in meaningful work, you’ll have access to a comprehensive suite of benefits including a retirement plan, “take what you need” PTO policy, 12 paid holidays, and 3 weeks of organization-wide closures during the year. You and your dependents will have access to multiple health, dental, and vision plans at 25% cost (we cover the other 75%) and employee life and disability insurance at no cost. Our compensation policy strives to be equitable and transparent. The salary for this position starts at $85,322 and goes up to $112,278 commensurate with experience and qualifications.

Summit is an equal opportunity employer. We believe that diversity, equity, and inclusion are directly intertwined with education. We are all better when we are able to bring our whole selves to work and honor each other’s voices across identities, cultural backgrounds, and life experiences. We welcome and encourage applications from individuals who are members of historically marginalized communities.