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Traditional teacher preparation pathways begin with a teacher preparation program based in an institution of higher education (IHE) and often include a student-teaching component at a local education agency (LEA). Teacher residency programs, on the other hand, offer an alternative pathway rooted in partnerships between IHEs and LEAs. In this paper, we explore the characteristics of teacher residency partnerships, examining several examples between one IHE, the Alder Graduate School of Education (Alder), and LEAs in California. We begin by providing an overview of residency programs in general and aspects of Alder's model specifically. Then, drawing on a rich collection of data, we explore considerations of how partnerships may be effectively established, prepared, implemented, and sustained. We find that many of the unique aspects of the Alder model--including residency directors, root and branch structures, generous stipends, and impact reports--warrant further examination to better understand how these practices may affect alumni and student outcomes, as well as program sustainability and replicability more broadly.

The Mathematics, 3D Printing, and Computational Thinking Through Work-Based Learning (MPACT) program combines teacher professional development, specialized curriculum and materials and STEM industry mentors to provide grade 4-7 students with project-based experiences implemented across three learning modules. This technical report presents findings from SRI International's evaluation of MPACT implementationin the 2021-22 school year by MPACT Fellows--i.e., teachers who participated in the MPACT program--in four U.S. states. MPACT Fellows implemented the program in a year marked by ongoing difficulties due to the COVID-19 pandemic. Although MPACT professional development was delivered with fidelity, only 65% of MPACT Fellows implemented the full program (all three modules) with all of their classes. MPACT Fellows also provided fewer opportunities for students to meet with or learn about STEM industry mentors than intended. Despite this partial implementation, MPACT Fellows' perceptions of and efficacy in programmatic concepts increased meaningfully after participating in MPACT. Further, grade 4 and 5 MPACT students grew nearly a full standard deviation on a measure of geometry, computational thinking, and spatial reasoning over one school year. However, significant differences were not observed in students' socioemotional outcomes--specifically, behavioral engagement in math, behavioral disaffection in math, math self-efficacy, and math self-concept--between MPACT students and students in the comparison group. The considerable growth of MPACT students on the assessment and the documented program impacts on teachers' perceptions provide limited but suggestive evidence that the program could demonstrate improved student outcomes in ideal conditions, if examined over a longer time frame or using different impact measures.

To ensure that students are prepared for the workforce, part of Maryland State Department of Education's (MSDE) vision for career and technical education (CTE) is for all students to have access and opportunities to engage in CTE programs of study that align to occupations that are high-wage, high-skill, and/or in-demand (MSDE, 2020). MSDE's Division of Career and College Readiness has been reviewing the state's CTE program offerings to ensure their alignment with this vision. To support this effort, the Region 4 Comprehensive Center evaluated the alignment between Maryland's high school CTE program offerings and the labor market by examining the following research questions: (1) In each workforce region of Maryland, do occupations that are high-wage, high-skill, and in-demand have an aligned CTE program of study offered?; (2) In each workforce region of Maryland, do CTE programs of study offered align with occupations that are high-wage, high-skill, and/or in-demand?; and (3) For the unaligned CTE programs of study, do any of them align to high-wage, high-skill, and in-demand occupations in other workforce regions in Maryland?