Marshall Teacher Residency

Teach to Transform

Every student has different passions, growth areas, needs, and goals for the future. The Marshall Teacher Residency, a one-year preparation program, trains powerful teachers to lead classrooms as we need them to be: innovative, data-driven, with students at the center of their educational experience.  

Powerful Teachers for All Students

At the Marshall Teacher Residency, we believe student-centered learning is the first step to more equitable schools. We know that change starts by investing in the training, growth, and development of America’s future educators: YOU.

Meet Our Residents

Every day, teachers who graduate from our program show up to lead classrooms as we need them to be, not as they have always been. They are fearless, mission-driven leaders equipped to lead transformation within their schools and classrooms. And they found us because they are ready to lead, empower, and inspire. Meet some of our phenomenal Residents below and learn about what brought them into teaching and where they are now:

  • Meet April

    The Residency program was an opportunity for April to follow a path towards their professional goals and learn essential teaching skills through a personalized learning model and with a highly effective Cooperating Teacher. April was a Resident at Summit Rainier and is now in their third year teaching History at Summit Tahoma in San Jose, California.

  • Meet Devonna

    Devonna found her passion for teaching during her undergraduate studies at Cal Poly Pomona. After spending a year as a tutor at Summit Tahoma, she joined the first cohort of the Teacher Residency. She is now in her third year as a Math Teacher at Summit Tahoma in San Jose, California.

  • Meet Edwin

    Edwin joined the Teacher Residency because he had observed the challenges of the traditional educational model and knew that meeting the needs of individual students would require an innovative approach. Edwin was a Resident at Summit Shasta and is now teaching Spanish in his Southern California hometown.

  • Meet Eric

    Before discovering his passion for teaching, Eric was a writer in Los Angeles. He spent his Residency year at Summit Shasta and is now in his second year teaching creative writing and journalism for Summit’s Expeditions program.

Experience the Value of our Residency Model

Nick Schwartz

SY20-21 Resident at Summit Shasta in Daly City, Calif.

I don’t even know where to begin! I’ve really appreciated the gradual release of responsibility and the ability to observe [my Cooperating Teacher] before I try my hand at it. [My Cooperating Teacher] is so on top of things, which helps me stay on top of things as well. Maybe most importantly, I always feel respected and heard as a human being, not just as an educator.

Program Structure

Developed in coordination with the Stanford Center for Assessment, Learning and Equity (SCALE) and born out of Summit Public Schools, our program is one of the most comprehensive residencies for aspiring teachers⁠—placing hands-on practice, data-driven learning, collaboration, and mentorship at the heart of the year-long experience.  Our residency’s intentional design enables Residents to experience student-centered instruction as both a learner and a student, building coherence and alignment across the program.

Professional Development and Support

Resident growth and support is at the heart of our program experience. Residents receive support from a team of professional educators, working to meet the individual needs of each Resident while building coherence between the coursework and the Resident’s school site experience.

Envision Your Year

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    Clinical Practice

    Four days a week, Residents learn alongside an experienced Cooperating Teacher, engaging students in projects, self-directed learning, habits and skills of success, and a strong sense of classroom community. Over the course of the year, Residents evolve from observation to co-teaching to independently leading one class section, all with coaching and support.

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    Project-Based Curriculum

    One day a week, Residents engage in their own student-centered learning and credentialing coursework, led by program faculty. Residents engage in a project-based curriculum that is competency-based and self-directed, collaborating with a diverse cohort of future teachers and engaging in critical conversations about equity and inclusion.

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    Priority Hiring

    Residents receive priority in the hiring process at partner schools, to step into full-time teaching roles upon program completion. Residents earn a California Preliminary Single Subject Teaching Credential and have the option to pursue a Masters in Education through the Alder Graduate School of Education following their residency year.

Support You Can Count On

Cat Vazquez

SY20-21 Resident at Design Tech High School in Redwood City, Calif.

Having [a Mentor] has been such a blessing in my journey here. She makes me feel safe, valued, and welcomed anytime I speak with her. I feel extremely supported.

Take the Next Step

Become a Marshall Teacher Resident

You are a good fit for the Marshall Teacher Residency if you: 
  • Believe that all students can be successful
  • Want to build meaningful relationships with diverse students
  • Embrace an innovative approach to teaching and learning
  • Commit to learning and growing as an anti-racist educator
  • Value collaborative learning environments focused on deeper learning, authentic feedback, and self-direction
  • Believe in teaching as a profession
  • Have a growth mindset
To be eligible to apply, you must:
  • Possess a Bachelor’s degree from a regionally accredited college or university
  • Be eligible to work in the United States

We strongly encourage candidates from all backgrounds to apply, and are committed to serving the diversity of our communities. In fact, 3 in 5 of our Residents identify as people of color, a similar proportion come from the communities in which we teach, 2 in 5 identify as men, and 31% are the first in their families to attend college

Equity and Diversity

Kim Frankel

Principal at East Bay Innovation Academy in Oakland, Calif.

I’ve loved our resident participation in staff conversations around equity and diversity. I think our residents continue to push their teaching practice and have helped our [Cooperating Teachers] grow as teachers and leaders.

Our Team

  • Pamela Lamcke
    Pamela Lamcke, Founding Executive Director of Teacher Residency
    Pamela Lamcke, Founding Executive Director of Teacher Residency

    Pam has over 15 years of experience in education as a teacher, school leader, and instructional coach. Since 2014, Pam has successfully led the development of Summit programs that serve as pipelines and preparation into teaching. Pam holds a Bachelor’s degree from the University of California, San Diego, a Master’s in Education and a teaching credential from Stanford University, and a Master’s in Educational Leadership and an administrative credential from the University of California, Berkeley. Pam spends her free time dancing, baking, and playing outside with her two children.

  • Arlette de la Cruz
    Arlette de la Cruz, Director of Strategic Growth, Teacher Residency
    Arlette de la Cruz, Director of Strategic Growth, Teacher Residency

    Arlette comes to Marshall with a decade of experience in nonprofit partnerships, enrollment, and school operations. She is an MA Candidate at the Broad Center in Urban Education and holds an MBA from USC. Prior to Marshall, Arlette was most recently at Aspire Public Schools and the Oakland Unified School District. She began her career at the AIDS Healthcare Foundation and earned a Bachelor’s in Sociology and Spanish from Amherst College.

  • Molly Posner LaMont
    Molly Posner LaMont, Director of Bay Area Region, Teacher Residency
    Molly Posner LaMont, Director of Bay Area Region, Teacher Residency

    Molly brings 10 years of experience in education to her work leading the Bay Area region of the Teacher Residency. She has led programs to train and support new educators since 2013 and collaborated on the design and launch of the Residency program at Summit in 2016. She holds a Master’s in Learning and Organizational Change from Northwestern University and a Bachelor’s in Child Development and Community Health from Tufts University. In her free time, you’ll find Molly exploring the Bay, traveling to new places, and enjoying time with family and friends.

  • Kelly Smith
    Kelly Smith, Manager of Recruitment, Teacher Residency
    Kelly Smith, Manager of Recruitment, Teacher Residency

    Kelly Smith joined the Summit Learning Teacher Residency Team in July 2018 as the Recruitment Manager. Prior to Summit, Kelly spent over 10 years in the education industry managing and developing recruitment activities for various organizations and districts throughout Northern California. A Bay Area native, Kelly holds a Bachelor’s degree in Organizational Leadership from Chapman University.

  • Sunli Kim
    Sunli Kim, Mentor, Teacher Residency
    Sunli Kim, Mentor, Teacher Residency

    Born in South Korea and raised in California, Sunli credits her K-12 and postsecondary educational experience in the Bay Area for her desire to stay and teach. After pursuing English literature as an undergraduate at Stanford University, she obtained her teaching credential through the Stanford Teacher Education Program (STEP) and taught high school English for four years at Summit Rainier. Today, Sunli serves as a mentor on the Teacher Residency team and is excited to welcome more aspiring teachers into the profession.

  • Ashley Sewell
    Ashley Sewell, Mentor, Teacher Residency
    Ashley Sewell, Mentor, Teacher Residency

    With a Bachelor’s in Psychology and Behavioral Science and Master’s in Urban Education, Ashley holds a decade of experience in the field of education, which includes teaching 6th, 7th, and 8th Grade ELA and History and 9th Grade Ethnic Studies. She has also found joy in coaching and mentoring residents and teachers. Ashley believes that all students can succeed at high levels, and that all educators should have the tools and support necessary to provide students with the quality of education that they deserve. In her spare time, Ashley enjoys writing, cooking, and spending quality time with family and friends.

Our Partners

  • SCALE Stanford Center for Assessment, Learning & Equity
  • HTH Graduate School of Education

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