Who We Are
Why Teaching Matters
South Carolina is experiencing a shortage of quality teachers, especially in rural areas of our state. A student’s educational opportunities should not be based on location, income, or race. One of the most important factors in a child’s education is the quality of their teachers. That is why the Carolina Transition to Teaching Residency program was created. Quality teaching matters.
The University of South Carolina College of Education is dedicated to preparing diverse educators, while advocating for all education professionals and working to retain teachers. Our state is currently experiencing a shortage in teachers. Carolina Transition to Teaching Residency was created to recruit individuals from other careers and help them transition into a teaching career through guided support in a year-long classroom residency, while taking MEd coursework. At the end of the residency, individuals will shift to become teachers while working through CarolinaCAP to complete components that lead to teacher licensure.
We Need YOU!
We are seeking enthusiastic individuals who want to make a difference in the lives of children. If you are looking for a more fulfilling career, join us in this effort. Inspire lives. Become a teacher today. Click here to request more information.
Read About Our Work Below
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•Thompson, S.L., Curcio, R., Harbour, K.E., & Adgerson, A., West, H., D’Amico, L., Baker, M., Compton-Lilly, C., & Roy, G.J. (under review). Virtual summer institutes as a method of rural science teacher development. Submitted to Theory & Practice in Rural Education.
•Harbour, K., Roy, G. J., & Hodges, T. E. (accepted). Diversifying Teacher Preparation Pathways. Submitted to AMTE Professional Book Series, Reflection on Past, Present, and Future: Paving the Way for the Future of Mathematics Teacher Education.
•Curcio, R., Harbour, K.E., Roy, G.J., Thompson, S.L., Compton-Lilly, C., Baker, M., West, H., D’Amico, L., & Adgerson, A. (accepted). A responsive residency model: Collaborative inquiry to inform program development. In R.W. Burns & J. Jacobs (Eds.) Clinically Based Teacher Education in Action: Cases that Illustrate the Complex Work of Teacher Educators. Information Age Publishing.
•D’Amico, L., West, H., Baker, M., Roy, G. J., Thompson, S., Curcio, R., et al., (2022). Using improvement science to implement and evaluate a teacher residency program in rural school districts. Theory & Practice in Rural Education.
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•Roy, G. J., Harbour, K. E., & Hodges, T. E. (2022, November). Supporting A Teacher Residency Program Emphasizing STEM Education In Rural Communities. Research to be presented at the 41st Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Nashville, TN
•D’Amico, L., West, H., Baker, M., Curcio, R., Roy, G. J., Thompson, S., et al., (2022, April). Advancing teacher recruitment and retention: Using improvement science to develop a teacher residency program. Presentation at the American Educational Research Association (AREA) Annual Conference.
•Thompson, S., & Adgersen, A., (2022, March). Examining Virtual Rehearsals and Practice Science Teaching as Support Systems for Rural Elementary Teacher Residents. Presented at the National Association of Research in Science Teaching Annual Conference.
•Adgersen, A., & Thompson, S., (2021, October). Mitigating Rural Teacher Shortages: The Conceptualization of a Responsive Teacher Preparation Program Within a School-University Partnership. Presented at the Professional Development Schools Southeastern Regional Vision for Education (PDS SERVE) Annual Conference, Virtual.
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Meet Our Faculty
Stephen L. Thompson
Co-Primary Investigator
Kristin Harbour
Co-Primary Investigator
Carli Toliver
Program Manager
George J. Roy
Primary Investigator
Melissa A. Baker
Co-Primary Investigator
Rachelle Curcio
Co-Primary Investigator
Meet Our Partners
We are proud to partner with the following counties and school districts:
Colleton County
Florence County School District 3
Marlboro County School District
Orangeburg County