Residency@TCSJ

Residency@TCSJ is a one-year traditional option to acquire a preliminary teaching credential. The teacher residency model requires a year-long intensive placement with a mentor teacher, which is significantly longer than other traditional programs that require a short-term student teaching experience. The program is constructed around the schedule of PK-12 schools, thus enabling an authentic, yearlong clinical experience with a veteran teacher, who serves as the residency candidate’s on-site, classroom mentor. Residency@TCSJ also offers a dual credential option.

Residency@TCSJ partners with a growing number of districts and/or county offices of education. See our list of program partners above.

• Year-long student teaching placement with a mentor teacher
• Dual credential program opportunity
• Coursework two evenings per week, in a cohort model, online or in-person
• Strong program focus on developing and/or refining your equity lens

• Bachelor’s Degree or higher from a regionally accredited institution

  • If you are in the process of completing your bachelor’s degree, but it will not be completed by the application deadline, you must provide a letter from your institution stating you are on track to graduate. If accepted into the residency program, your degree must be conferred prior to July 1st.

  • If your degree was completed from an institution outside of the US, you must get your transcripts evaluated from an approved agency confirming an equivalent degree. View Approved Agencies
• United States Constitution Requirement Learn More
• Certificate of Clearance or valid document issued by the California Commission on Teacher Credentialing View Details
• Evidence of continuous progress toward meeting subject matter competency (registration for the CSET, submitting coursework evaluation, appropriate degree match, completion of subject matter program) 
• Letter of Good Standing (Only required if you have been enrolled in or are currently enrolled in a teaching credential program at another institution.)

Summer 2026 Start 

• Application Period: December 5, 2025 – April 15, 2026
• Two evenings a week, 4:30 p.m. – 9 p.m.

The residency year is designed to…

• Move residents from observers to skilled practitioners… Residents take concepts, theories, and strategies learned in coursework and apply them in their clinical experiences.
• Understand how to create classroom cultures that honor and advocate for the individual abilities of each and every child.
• Help residents become adept at designing and implementing lessons.

During Semester One, Residents:

• Shadow/work alongside their mentor teacher 
• Attend TCSJ classes two evenings per week (in-person or online)
• May have the opportunity to work as an instructional assistant or substitute teacher an average of 2 days per week in their placement district
• Complete the Teacher Performance Assessment (TPA), Cycle One
• Complete subject matter competency (e.g., CSET if not already completed)

During Semester two, Residents:

• Shadow/work alongside their mentor teacher 
• Attend TCSJ classes two evenings per week (in-person or online)
• May have the opportunity to work as an instructional assistant or substitute teacher an average of 2 days per week in their placement district
• Complete Teacher Performance Assessment, Cycle Two
• Residents begin applying for teaching positions!

• Dual Credential: Single Subject* and Mild to Moderate Support Needs
• Dual Credential: Multiple Subject and Mild to Moderate Support Needs
• Single Subject*
• Multiple Subject
• Mild to Moderate Support Needs
• Extensive Support Needs

*Single Subjects content areas are dependent upon available mentor teachers.

Phase 1: Preparing to Teach ALL Learners:

Residents become familiar with the CA State Standards and Teacher Performance Expectations for both general education and special education. Residents learn about teaching and learning utilizing 21st Century Skills, Career and Technical Education, Habits of Mind,Multi-Tiered Systems of Support, Universal Design for Learning (UDL), Culturally Responsive Teaching, and Restorative Practices. 

Phase 2: Creating Inclusive Learning Environments

This course focuses on establishing caring,equitable, and inclusive environments.Residents evaluate and reflect on the establishment of high expectations for ALL learners, including learners in special populations and English language learners. Residents observe a variety of lessons and engage in lesson co-planning and on-going reflection. 

Phase 3: Planning and Implementing Lessons that Engage and Support ALL Learners

Residents complete the first TPA through the design and teaching of a rigorous, standards-based lesson utilizing UDL. With the master teacher’s guidance, residents begin to plan and implement small group instruction utilizing appropriate accommodations and modifications.Residents understand the theories, principles,and instructional practices of English language development, the variety of interventions and services available to students with behavioral,social, emotional, trauma and mental health needs. 

Phase 4: Planning and Implementing Units that Engage and Supports ALL Learners

Residents move from observers to practitioners. Residents complete TPA#2 through the creation of a standards-based sequence of 3-5 lessons. Residents design experiences to support all learners in the acquisition and use of academic language, integrate meaningful technology, design appropriate formal and informal assessments with rubrics, and then interpret those assessments to design purposeful intervention and/or extension activities.

Phase 5: Developing as a Reflective Practitioner

Residents take control of the decisions made in the classroom while master teachers continue to provide opportunities for ongoing learning. Residents design reading instruction appropriate for all levels of reading skills acquisition, create an inquiry-based Project Based Learning (PBL) unit, design, implement, summarize, and present an action research project, and participate in the collaborative development of IEP/IFSP/ITP goals.

Should you have any inquiries about the program, eligibility criteria, or anything else, please don’t hesitate to get in touch with us at tcsjresidency@sjcoe.net or call (209) 468-9191. We’re here to assist you.