Texas Teacher Residency Program

The Texas Teacher Residency Program (TxTRP) provides a system of targeted support for teachers who are new to the profession. Districts have the opportunity to expand the residency programs to include “developing” educators—as determined based on outcomes from the evaluation systems—who may also benefit from this additional degree of intensive support.

The TxTRP provides mentoring and individualized job-embedded support to novice teachers. The TxTRP draws on the medical model approach to provide an additional degree of support and peer guidance that novice teachers often lack (Darling-Hammond, 2013; TEA, 2015; Wei, et al., 2009).

The TxTRP supplies the new teachers with intensive and individualized coaching, mentoring, training, and support by highly effective and well-trained Attending Teachers. Teachers who have received an effectiveness rating of “highly effective” will have an opportunity to apply for the role of Attending Teacher.

They will receive an annual stipend for assuming this role and will receive an additional stipend if their mentee receives an effectiveness rating of “effective” or higher after the year of mentoring. The Attending Teachers will receive release time from their classroom duties to work with the novice teacher.

This time out of the classroom affords the Attending Teacher the opportunity to engage in co-teaching, peer observations, instructional rounds and hands-on support with the novice teacher. The amount and frequency of the release time from the classroom will be a joint decision of the principal, attending teacher, and the teacher resident.



Resident Teachers are certified teachers with 0 years of experience teaching and assigned a high need teaching position. Resident Teachers receive a Texas Teacher Residency Workbook to provide them with resources to help them be successful in their first year of teaching and beyond.

They will attend a one day Resident Teacher Summer Institute in which they will attend sessions to equip them to start their school year confidently. They will be a part of a Collaborative Learning Community with other Resident Teachers that will meet throughout the school year.

Resident Teachers will receive consistent support from their Attending Teacher including the following:

  • Regular face to face meetings
  • Goal Setting
  • Lesson planning
  • Progress monitoring towards meeting Student Learning Objectives and Personal Professional Development Goals
  • Analyzing student work
  • Lesson observation and feedback
  • Reflecting on previous lessons



Attending Teachers have at least 3 years of classroom teaching experience and are rated as a “highly effective” teacher, and have a similar teaching assignment to their Resident Teacher. They have evidence of strong interpersonal skills and have earned credibility with their colleagues. Attending Teachers have demonstrated a commitment to personal professional growth and learning through frequent participation in professional development activities and have experience working with adult learners.



  • Participate in Attending Teacher trainings;
  • Participate in Attending Teacher Summer Institute;
  • Participate in monthly Attending Teacher CLC meetings (approximately 1 hour/month);
  • Meet with Resident Teacher regularly;

–– Developing individual professional goals aligned to teacher evaluation rubrics;

–– Developing Student Learning Objectives and plans to monitor students’ progress toward goals;

–– Support in developing short and long range plans, classroom management skills, and instructional strategies;

–– Provide curriculum resources such as lesson plans, instructional materials, literature, web resources, etc.;

–– Analyzing data and student work in order to make instructional decisions;

–– Model lessons or activities as needed to build teacher capacity;

–– Observe novice teacher in an informal, non-evaluative setting to provide feedback and coaching;

–– Guide Resident Teacher reflection on previous lessons.

  • Document support provided in TxCEE Attending Teacher Support Guide;
  • Collaborate on support with campus leadership team;
  • Be an advocate or change agent in establishing a campus collaborative culture.