With state and federal funding for teacher development more uncertain than ever, innovative approaches to how we recruit, train, and support our future educator workforce — like strategic staffing and sustainable residency models — are critical to ensuring our schools and students make much-needed academic progress.

Teacher shortages and high turnover damage districts While many districts in California are navigating declining enrollment and even teacher layoffs this year, staffing shortages remain a looming and costly problem across the state. The Learning Policy Institute calculates that districts expend roughly $25,000 for every new teacher they recruit and onboard each year. District HR leaders say that that cost is only growing, and the field for well-prepared and qualified teachers is getting more competitive (and expensive) as a result.

Compounding the situation even further are findings from a 2024 study conducted by USC and the University of Texas, Austin revealing that teacher turnover impedes districts’ ability to make critical academic progress — especially in our most high-needs schools where staffing challenges already strain and weaken system effectiveness.

Teacher residency models produce results Teacher residencies have proven to be a viable way forward. Using the medical school training model, they embed student teachers in classrooms for a full school year to learn and apply the practices from their credential coursework alongside an experienced mentor teacher, rather than the more limited student teaching.

Research shows that residencies produce better prepared teachers who stay at their schools longer, have higher rates of efficacy, and better success with students on state tests. Residencies also help establish stronger partnerships between districts and higher education — both to ensure educator prep programs are preparing teachers in the subject areas most needed (like math, science and special education) and to offer mentor teachers professional learning that better aligns with their needs and veteran expertise in the field.

In studies of our residency partnerships, mentor teachers tell us they feel more reflective about their instructional decision-making and have higher levels of well-being, in part because of the new opportunities to collaborate with another educator about immediate problems of practice. School principals cite increased flexibility to schedule grade-level planning sessions with teacher residents able to step in to cover classes on their campuses without sacrificing instructional continuity.

Based on these proven successes in the field, California has promoted the development of residency programs over the last decade with robust state funding. But those monies are coming to a close this year and there are no signs it will be replenished.

Strategic thinking, strategic staffing However, many districts have successfully embraced innovative models known as strategic staffing which leverage existing district budget dollars (usually for substitutes or paraprofessionals) to sustainably fund their residencies, including attractive stipends for mentor teachers. Here are examples of the two most popular models:

Substitute model: Teacher residents substitute one to two days on campus (often Mondays and Fridays) and then co-teach alongside their mentor teacher the other three to four days. They can also support other school site needs, like assisting with annual ELPAC testing and grade-level collaboration sessions.

The educator prep programs in these models offer personalized professional learning to the mentor teachers on topics like the giving and receiving of feedback, which help to strengthen the instructional coaching capacity among their school staff.

Strategic staffing models increase the number of trusted and caring adults in classrooms, offer new avenues for regular collaboration at schools, support the professional development and respect for our most experienced classroom teachers, and illustrate a proactive, sustainable solution to the teacher shortage.

Turning crisis into opportunity For districts navigating onerous changes in their staffing — whether it be layoffs, high turnover or continual vacancies in critical subject areas — this is a moment for strategic planning for a stronger future. Models that leverage existing district dollars to fund teacher residency programs are a win-win for schools, their students, and the success of new educators entering the profession.

Dr. Heather Griggs is the superintendent-in-residence for the University of Redlands.Debra Russell leads teacher workforce initiatives for the Thompson Policy Institute based at Chapman University.