Fall 2021

Volume 2, Issue 1

Program Year One

A YEAR OF TRIUMPHANT FIRSTS
The Carolina Transition to Teaching Team looks back at their first year.

Launching a program in the middle of a pandemic can be daunting. When presented the US
Department of Education Teacher Quality Partnership (TQP) grant in the fall of 2019 at the
University of South Carolina (UofSC) , principal investigators Dr. George Roy, Dr. Melissa
Baker, Dr. Shelly Curcio, Dr. Kristin Harbour, and Dr. Stephen Thompson, were unaware of
how truly unique the first year of the program would be.

The program allows students to attend the University of South Carolina and earn an M.Ed. in
Teaching after a 14-month residency in which residents teach alongside a elementary class-
room teacher for the entire duration of the school year in a rural South Carolina community.

After several successful in-person recruitment sessions in both Colleton and Orangeburg
counties, the world froze and virtual learning and video meet-ups became the norm in the
COVID-19 pandemic. Even so, the first cohort and Carolina Transition to Teaching faculty still
found ways to build community and make the program successful.

The team provided opportunities to support the teaching residents in their academic, profes-
sional, and emotional journey to becoming teachers. In addition, residents were provided a
$15,000 living-wage stipend to complete the immersive program. The impact of that support
was apparent in the way residents were encouraged to focus on building strong relationships
with their students and school communities, successfully complete coursework, and prepare
for their licensure exams. INSIDE THIS ISSUE

Despite all the challenges and ingenuity required for the school year, the program is ending its Storytelling ...............................2
first school year with a total of 12 matriculating residents who are on their way to impacting Resident Highlight ...................2
the rural school communities in South Carolina. With year one behind them, the leadership AERA Presentation ...................3
team looks forward to utilizing improvement science to continue to make an impact.
Partner District.........................4
Summer Institutes ....................4
ABOUT US Residency Supervision .............5

Carolina Transition to Teaching is a teacher preparation program that immerses teacher Celebrations .............................6
residents in the life of a teacher through extensive, school-based experiences within rural Connect With Us......................7
schools and rural school communities. Similar to rounds within a teaching hospital, Carolina
Teaching Residents engage in teaching and learning through guided enactments situated in
authentic elementary and middle level classroom contexts. These guided experiences occur SPECIAL POINTS OF
INTEREST
within UofSC coursework alongside experienced mentor teachers and UofSC faculty.

Carolina Teaching Residents are coached, guided, and supported throughout their residency • What can programs like Caro-
lina Transition to Teaching
in a manner that prepares them to be responsive educators within localized rural contexts.
provide for SC?
These supports attend to the relational, logistical, and conceptual aspects of teaching and
learning. Carolina Transition to Teaching Residency provides financial supports to residents • Benefits of pre-service teacher
during the 14-month graduate program. Additionally, Carolina Transition to Teaching Resi- support
dency is committed to preparing quality teachers ready to teach in rural South Carolina
• Summer Institute Spotlight
contexts.
• How does collaborative uni-
versity supervision look?

“My goal through this article was to entice someone who might be willing
to take a HUGE leap of faith to start this program .” - Kristin Mumford
DISTRICT PARTNER
SPOTLIGHT
Colleton County School District
strives to provide a safe and
positive environment with effec-
tive leadership, teaching, and
learning for all students to suc-
cessfully meet the profile of the
SC Graduate.
MISSION
Colleton County School District
will prepare every student to
graduate with a 21st century
education to be globally compet-
itive for their chosen college
and/or career path.
VISION
Colleton County School District
will be a world-class
school system that ensures all
students achieve at high levels.
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AUTHOR BIO
Kristin Mumford was a resident in Cohort
One of the Carolina Transition to Teach-
ing. She earned a B.A. in Art History from
the College of Charleston and has a 30-
year career in retail management. She
graduated from the University of South
Carolina in May of 2021 and began her
career in teaching in the Colleton County
School District in August of 2021.
MY TRANSITION TO TEACHING
If you are looking to fulfill a dream and launch a career in teaching but aren’t
sure how to get there…you do not have to do it alone. Through Carolina Transi-
tion to Teaching I have learned the art and science of teaching is something you
cannot do alone. That is not how it works. It only works when teachers, stu-
dents, parents, administrators, professors, advisors, mentor teachers, teacher
assistants, custodians, bus drivers, cafeteria workers, and the entire school
community do it…TOGETHER.
Within three days of the summer institute I realized my value: I was already a
leader, I was accustomed to accomplishing goals, and I had experience in deal-
ing with customers and employees (that could transfer to building relationships
with families and colleagues). I drew many parallels between my current work
and my future work. I realized that while I needed to learn the process of how
to be a teacher, my skill set was strong.
We learned our cohort will be together for the better part of three years even
though the program itself is 15 months. Together we will achieve the goal of
transitioning to teaching. Together we will support each other in the Praxis and
certification process. Together we will support each other in the classroom. We
will learn with our co-teachers and our students together. I was not alone.
The opportunity to achieve a Masters Degree in Education while being im-
mersed in the classroom at the same time has given me a real life glimpse at
what my own classroom will look like in the Fall of 2021. I will be able to apply
the skills I have learned not only in my coursework, but also the real life scenar-
ios that I have been able to be a part of in the classroom.
-Kristin Mumford (Class of 2021)
 AERA HIGHLIGHT
The American Educa-
tional Research Associa-
tion (AERA), founded in
1916, is concerned with
improving the education-
al process by encourag-
ing scholarly inquiry re-
lated to education and
evaluation and by pro-
moting the dissemina-
tion and practical appli-
cation of research re-
American Educational Research Association 2021 Annual Meeting Logo
sults.
AERA's more than
TRANSITION TO TEACHING PAPER SESSION 25,000 members are fac-
ulty, researchers, gradu-
This year's American Educational Research Association (AERA) annual meet-
ing took place virtually on Thursday, April 8th— Friday, April 12th 2021. The
ate students, and other
theme of the meeting was “Accepting Educational Responsibility” . distinguished profession-
The Carolina Transition to Teaching leadership team, in partnership with the
als with rich and diverse
Research, Evaluation, and Measurement (REM) Center at the University of expertise in education
South Carolina, presented at an evening paper session on Thursday, April 10th. research. They work in a
Their paper titled “Using Improvement Science to Implement and Evaluate a range of settings from
Teacher Residency Program in Rural School Districts” was presented in the universities and other
Rural Teaching and Rural Teacher Preparation session.
academic institutions to
In the presentation, the leadership team discussed the strengths and goals for research institutes, fed-
the program, which receives funding from a US Department of Education
eral and state agencies,
Teacher Quality Partnership (TQP) grant.
school systems, testing
After presenting, the team participated in a conversation with participants from
Plymouth State University, the University of Wisconsin-Madison, and other
companies, and nonprof-
universities participating in the valuable work of school and university partner- it organizations.
ships in rural areas.
Based on their research,
The leadership team is thankful to AERA for the opportunity to share during they produce and dis-
an engaging session!
seminate knowledge, re-
fine methods and
measures, and stimulate
translation and practical
application of research
results.
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DISTRICT PARTNER
SPOTLIGHT
Orangeburg School Dis-
trict is a partnering dis-
trict which provides sup-
port to teacher residents
in the program. Led by
district leadership, part-
ner schools work with
UofSC staff to support
coaching teachers and
residents through the 14-
month residency.
MISSION
Orangeburg County
School District, through
the use of innovative ideas
and practices, will prepare
our students to become
productive members of
society.
VISION
Orangeburg County
School District, a district
of innovation, is commit-
ted to maximizing the po-
tential of every student to
compete worldwide.
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2021 SUMMMER INSTITUTES
To support our residents as they transi-
tion into the teaching residency and their
first year in the classroom, the Carolina
Transition to Teaching leadership team
provides two Institutes with engaging,
informative, and inspiring sessions .
These summer learning experiences are
scheduled at the beginning and end of the
Carolina Transition to Teaching Residen-
cy Program.
All residents are required to attend these
Institutes as part of the graduate course-
work experience and South Carolina
certification requirements.
SUMMER INSTITUTE I
The Carolina Transition to Teaching Summer Institute I took place during the weeks of
July 12th—July 16th and July 19th—July 23rd for our second cohort of teaching residents.
The residents and coaching teachers of partnering school districts received coursework on
literacy, culturally relevant teaching, computer science, science instruction and more.
Throughout the two-week Institute, teacher residents started their coursework and began
to reflect on their journey to teacher certification.
Teacher residents, along with mentors and coaching teachers, engaged with students in
grades 4th—6th to complete STEM activities.
Coaching teachers also attended relevant and impactful professional development sessions
provided by content experts and university faculty.
SUMMER INSTITUTE II
Summer Institute II, for our first cohort, consisted of three days of culminating capstone
experiences, micro-credentialing training, and goal setting activities. The residents were
also given information about the upcoming layered supports provided for residents by the
program for three years.
Summer Institute II ended with a joyous celebration with residents and some of their
loved ones! Residents were able to hear from district and university leaders. They also set
personal and professional goals for a successful first year of teaching. The day ended with
a celebration luncheon at the McCutchen House. Congratulations to Cohort 1 for a job
well done! We wish you well in your first year of teaching!
2020-2021 UNIVERSITY SUPERVISORS
“The faculty is able to provide guidance, mentorship and support in actu-
al school settings and, as a result, help candidates with challenges unique
to our rural communities.” Dr. George Roy
COLLABORATIVE SUPERVISION
An integral part of the Carolina Transition
to Teaching Residency program, experi-
enced university supervisors work with
residents and coaching teachers to make
meaningful connections between course-
work and teaching practices.
The relationships between coaching teach-
ers, university supervisors, and teacher
residents is one of support at every junc-
tion of the program.
Principal investigator for the program, Dr.
George Roy, points out the ability of the
program to “The faculty is able to provide
guidance, mentorship and support in actu-
al school settings and, as a result, help
candidates with challenges unique to our
rural communities”.
University supervisors keep in constant
communication with coaching teachers,
and offer support and guidance concern-
ing resident instructional strategies, be-
havioral management, lesson planning,
and professionalism.
“University supervisors are able to offer an
outside perspective on the progress of our
teacher residents and provide resources
and connections from the university lev-
el,” current supervisor, Amber Adgerson,
acknowledges.
As the program continues to grow and
develop, university supervisors will con-
tinue to build relationships with coaching
teachers and their rural communities. This
necessary collaboration will lead to strong
graduates of the program and teachers
within the state of South Carolina.
2020-2021 Supervisors
Clockwise from Top Left
Rachelle Curcio, Ph.D.
Tami Richardson, M.Ed.
Amber Adgerson, M.Ed.
Babette Griffith, Ph.D.
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CONGRATULATIONS TO OUR COHORT ONE GRADUATES

Shawn Aiken
GRADUATION
Isaac Bennekin
A celebration…
A time for looking back on les- Amy Bolukbasi
sons learned, adventures shared,
bright moments filled with special Sharron Brown
meaning.
Eloise Davis
A farewell…
A time for saying goodbye to old Cassandra Hair-Carr
friends, to good times you’ve
known, packing away memories,
Shareka Liddell
treasures for tomorrow
Kristin Mumford
A beginning…
A time for looking forward, a time
Adeyemi Obasoyin
to set new goals, to dream new
dreams, to try your wings and see
Dorothy Ryant
what lies beyond…
Isaiah Singleton
-Author Unknown
Lakeisha Steverson

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