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District launches teacher‑residency pilot with county and Teachers College partners
Summary
Los Altos presented its first year of a teacher‑residency program in partnership with the Santa Clara County Office of Education and Teachers College of San Joaquin; five residents and five mentors completed the year and residents received stipends tied to a multi‑year teaching commitment.
Los Altos School District staff and teacher‑residency participants described the district’s first year of a teacher‑residency program, saying five residents completed the program and five mentor teachers supported them in classrooms across the district.
Erin Green, who introduced the item as part of the student and staff services team, said the residency is a year‑long, intensive program in partnership with the Santa Clara County Office of Education (SCCOE) and Teachers College of San Joaquin. Residents begin in classrooms on day one, co‑teach with mentors, attend coursework and earn a teaching credential in one year, according to presenters.
Residents and mentors told the board the model aims to “grow our own” teachers, reduce barriers to credentialing and increase continuity for students. Residents said the experience gives them the full cycle of teaching responsibilities — setting up classrooms before students arrive, running lessons, conducting assessments and completing report cards — which they and mentors said better prepares new teachers to enter the classroom as novices with practical, site‑specific experience.
Presenters said selection for the first cohort came from 15 applicants and that residents receive a $25,000 stipend tied to a four‑year public‑school teaching commitment in California. Mentors receive a $5,000 stipend. County coordinator Kelly Lonergan said Los Altos is an exemplar partner in the county grant program and that eight or nine districts participate in the county grant.
Mentors described professional benefits, including strengthened coaching skills, closer instructional collaboration and the opportunity to model planning, assessment and special‑education scheduling across a full year. Several residents and the mentor present described co‑planning, co‑grading and joint family outreach as program strengths.
Board members thanked residents and mentors for their presentations and staff said they plan to continue and refine the residency for the next year.
No formal board action was required for the update.
