For Teachers, By Teachers: A Third Space for Transformational Collaborative Professional Development Residency Model for Inservice and Preservice Teachers

According to DarlingHammond and Bransford (2005), this community of learners should include experienced teachers, other student teachers, teacher educators, and students "so that they can gain access to the experiences, practices, theories, and knowledge of the profession" (p. 406). The University of Alabama at Birmingham (UAB) School of Education English Language Arts (ELA) program partnered with the local American Federation of Teachers (AFT) and Jefferson County Schools to impact 6-12 student learning in secondary English language arts by creating an integrated learning model for teacher candidates to develop as quality teachers with welldesigned, reflective, collaborative learning experiences. The goal of this model was to impact the ongoing shortage of teachers in English language arts; increase teacher candidate interaction with preK-12 students during practicum, observation, and student teaching; increase frequency of teacher candidates' hands-on experience and in-school coaching; increase teacher candidates' involvement with schools and community activities; and increase teacher leadership and professional development for in-service teachers during the entire collaborative experience. [...]teacher candidates met their mentor teachers before the semester began to establish an early relationship during the summer months.