Resident Teacher - WTAMU

Summary

The BUFF Teacher Resident (TR) is a student teacher who participates in a year-long clinical experience under the guidance of a highly effective Host Teacher (HT). A Teacher Resident observes, practices, and learns on the job in preparation for a teaching career while earning a degree (typically a bachelor’s, but in some cases a master’s) and/or certification from West Texas A&M University.

For a full school year, full-time, the TR works alongside the HT. Teacher Residents are actively engaged in as many elements of the classroom as possible from the very beginning of the residency year. The TR will participate in co‑teaching models that increase in variety and complexity throughout the experience. Compensated roles must not compromise learning goals for future teachers.

This specific year‑long experience is designed for TR’s to be working in a PK‑12 classroom setting to develop their knowledge and skills for working with students.

Typical responsibilities include learning while:

• Co-planning and co‑teaching with Host Teacher and other team members, leading small group instruction, leading whole group instruction without the HT present (with planning support from HT).
• Attending professional development prior to the start of the school year and on‑going throughout the school year.
• Participating in team planning
  , Professional Learning Communities, school-based professional development, campus faculty meetings, parent and family conferences, and meetings with their Site Coordinator (SC).
• Working with the HT to monitor and improve instruction with formative and summative assessments, grading, data analysis, and rubrics to identify next steps.
• Adapting and improving age appropriate high‑standards, differentiation‑ready lesson plans that motivate strong student learning, after learning to deliver such lessons prepared by the Host Teacher and/or experienced team members.
• Managing procedures
  , supervising students, and developing students’ social‑emotional skills during transitions, lunch, recess, assemblies, and other activities, and while team teachers plan or deliver instruction.
• Embracing feedback from Host Teacher and the Site Coordinator before, during, and after informal and formal observations.
• Taking responsibility for other non‑instructional duties as assigned by the Host Teacher.

(while learning from Host Teacher and collaborating with team; may vary)

• Identify and address individual students’ social, emotional, and behavioral learning needs and barriers
• Hold students accountable for age‑appropriate, measurable, high expectations of behavior and engagement
• Contribute to a culture of respect, enthusiasm, and rapport
• Manage student behavior during transitions and less structured time such as recess and lunch
• Lead or assist with independent work time in classroom while teacher provides instruction
• Identify and suggest ways to engage students in a physical/virtual classroom that may include technology

• Co‑Plan with Host Teacher and team
• Coordinate with Host Teacher to support a high‑standards, differentiated curriculum
• Plan backward to align all lessons, activities, and assessments with high‑expectation standards and age‑appropriate curriculum
• Implement and suggest improvements to instruction that develop higher‑order thinking skills and is personalized, reflecting the levels and interests of individual students
• Implement and suggest improvements to assessments that accurately assess student progress

• Provide small‑group instruction under the direction and using tools/rubrics of the Host Teacher and team
• Supervise student skills practice, and projects
• Co‑Teach with Host Teacher
• Lead age‑appropriate whole‑group instruction
• Participate in instructional planning, data review, and improvement during the year
• Assist with independent work time

• Solicit and willingly receive feedback from Host Teacher, campus administrators, Site Coordinator, and team members to improve professional skills
• Meet with Host Teacher to ensure alignment…