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How do we recruit strong and diverse teachers who are committed to teaching in complex, underfunded schools? How do we prepare them, both in terms of their skills and mindsets, to feel responsible for reaching and teaching all of the learners in their classrooms? And how do we prepare them to be capable and confident enough that they feel successful in their classrooms, such that they remain teaching in historically underfunded schools? This article offers one model of how a university-based teacher residency has sought to address these urgent questions and shares insight into iterative practices around the recruitment, enrollment, teaching, support, and graduation of highly diverse cohorts of aspiring teachers. Keywords: urban teacher residency, diversity, equity, K-12 partnerships, design thinking, Introduction How do we recruit strong and diverse teachers who are committed to teaching in complex, underfunded schools? How do we prepare them, both in terms of their skills and [...]

Secondary educators implement an array of work-based learning activities that expose transition-age students to the demands of post-secondary employment. One such strategy, internships, provides students with a formal opportunity to acquire transferable employment skills that lead to meaningful post-secondary employment outcomes. Facilitating internships for transition-aged students with disabilities, however, presents challenges for educators because internships often involve complicated and sometimes ambiguous labor laws, regulations, and provisions. This article provides secondary educators with information about how to facilitate unpaid and paid internships for students with disabilities that align with requirements established by the Fair Labor Standards Act. The article provides a case study to illustrate how schools can develop both unpaid and paid internships and concludes with recommendations for best practices.