Case Study: How New Mexico Embraced Teacher Residencies

In this case study, we present how New Mexico has created a cohesive statewide teacher preparation system that is rooted in deep collaboration between the state and the field. Following the transformation of the state's preparation system, the case study highlights state and local partnership efforts, our role as intermediary, and principles for change that we believe are applicable for states across the country that are ready to implement large-scale change. New Mexico has embodied the Prepared To Teach theory of change, which relies on parallel commitments from the state and the field to make strong, paid teacher residencies the norm, alongside our work as intermediaries to develop deep cooperation and supportive policies. New Mexico's example demonstrates that a well-prepared, diverse teacher workforce is in reach when stakeholders unite in service of a shared vision.

doi.org/10.61625/TABQ6792


The contents of this report were developed under a grant from the U.S. Department of Education, Education Innovation and Research (EIR) Program. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the federal government.