• 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 of Higher from a regionally accredited institution
  • If you are earning your bachelor’s degree this spring, you must provide a letter from your college (on letterhead) stating you are on track to graduate this spring.
  • 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
• Basic Skills Requirement (BSR) View BSR informational video, Complete BSR Calculator
• United States Constitution Requirement Learn More
• Certificate of Clearance View Details, View Tutorial Video
• Evidence of continuous progress toward meeting subject matter competency (registration for the CSET, submitting coursework evaluation, appropriate degree match, completion of subject matter program) | View Subject Matter informational video

July 2024-Start Program (In-Person Cohort):

• Application Deadline: April 15
• Mixer: May 16, 5pm-8pm
• Mandatory Kick-Off Week: July 8 – July 12, 9am-3pm
• Class Schedule: Mondays/Wednesdays, 4pm-8:30pm

July 2024-Start Program (Online Cohort):

• Application Deadline: April 15
• Mixer: May 15, 5pm-8pm
• Mandatory Kick-Off Week: July 22 – July 26, 9am-3pm
• Class Schedule: Tuesdays/Thursdays, 4pm-8:30pm

January 2025-Start Program (Online Cohort):

• • Application Deadline: October 31
  • Mixer: December 5, 2024, 5pm-8pm
  • First Night of Class: January 7, 4pm-8:30pm
  • Class Schedule: Tuesdays/Thursdays, 4pm-8:30pm

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, 3-5 days per week 
• Attend TCSJ classes two evenings per week (in-person or online)
• May have the opportunity to substitute teach 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, 3-5 days per week
• Attend TCSJ classes two evenings per week (in-person or online)
• Assume full-time responsibility for the classroom for a minimum of 50% of the semester
• Complete Teacher Performance Assessment, Cycle Two
• Complete the Reading Instruction Competence Assessment (not required for Single Subject teachers)
• 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.

Residency@TCSJ in San Joaquin County partners with the following District/Schools:

• • Brentwood Unified School District
  • Jefferson School District
  • Lincoln Unified School District
  • Lodi Unified School District
  • Ripon Unified School District
  • River Islands Academies
  • San Joaquin County Office of Education
  • Stockton Unified School District
  • Tracy Learning Center
  • Tracy Unified School District

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 in preparation for the Reading Instruction Competency Assessment (RICA), 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.

*Tuition and fees TBA for students entering in summer 2024 and spring 2025.

Tuition:

• Dual Credential: Multiple/Single Subject & Mild to Moderate – Apx. $12,500
• Single Subject or Multiple Subject credential only – Apx. $12,000
• Education Specialist-Extensive Support (Moderate/Severe) – Apx. $12,000

Additional Fees:

• • $65 Application fee
  • $400 Enrollment deposit if selected as a resident (goes toward tuition)
  • $135 Coursework evaluation fee if applicable (basic skills and/or subject matter)
  • $150 Technology fee
  • CTC fees to process sub permit and preliminary teaching credential
  • Assessment Fees (e.g. CSET, RICA, TPA)

Interest-Free Payment Plan Options:

• Option 1: Monthly, 12 – 24 Monthly Payments
• Option 2: Monthly with Deposits:

• • 12 – 24 Monthly Payments
  • 2 Personal Payments – Initial payment due at enrollment & beginning of 2nd semester
• Option 3: Semester Payments, Personal Payment due at the beginning of each of the 2 semesters

Golden State Teacher Grant – View Details

The Golden State Teacher Grant (GSTG) Program awards up to $20,000 to students currently enrolled in a professional preparation program approved by the Commission on Teacher Credentialing (CTC) and working towards earning their preliminary teaching or pupil personnel services credential. Students must:

• Complete their program and obtain their credential within 6 years from the date their initial GSTG payments are mailed to their institution.
• Commit to work at either a priority school or a California preschool program for 4 years within 8 years of completing their program.

Teacher Residency Grant for High-Needs Credential Areas

Residency@TCSJ students may be eligible for a grant of up to $33,000 (limited spots available!):

• Must be pursuing a credential in a high-needs credential area: transitional kindergarten, kindergarten, math, science, and special education. 
• Must be a resident teacher at one of the following district/schools: Lincoln USD, Stockton USD, Ripon USD, River Islands Academies, Tracy Learning Center, and Lodi USD. 
• Must commit to teaching in a high-needs credential area (transitional kindergarten, kindergarten, math, science, and special education) for four years after the completion of Residency@TCSJ.

Contact one of our Residency@TCSJ Program Coordinators:

•  Dr. Karin Compise, kcompise@sjcoe.net
•  Tiani Hudgins, M.Ed. thudgins@sjcoe.net