Become a teacher in a rural NH school in 15 months.
The Teacher Residency for Rural Education (TRRE) is a 15-month program for people who desire to become elementary, secondary math or science teachers for students in rural, high-need schools in NH. Earn your M.Ed. and teacher certification through TRRE. Live, learn, volunteer and teach in TRRE partner community schools. Put down roots in NH and launch your legacy in teaching!
TRRE is an innovative teacher preparation program including graduate coursework, a community internship and a full year residency in a rural school with a mentor teacher.
Residents complete an M.Ed. and teacher certification in 15 months. UNH provides professional development and mentor support during the first two years of teaching (induction).
Accepted applicants receive 50% in-state tuition discount, $28,000 and a laptop in exchange for teaching for three years in a rural NH partnership school.
TRRE is now accepting applications for Cohorts 3 & 4.
Cohort 3 start date: May 2019
Cohort 4 start date: May 2020
Rural Teacher Residency Certification Areas
Elementary education and middle school math or science (K-8)
Secondary education in math (7-12)
Secondary education in science (7-12)
Secondary sciences - select one of the following:
Life Sciences - Biology
Rural Teacher Residency Eligibility
Earned bachelor's degree prior to beginning the TRRE program
Minimum undergraduate 3.0 GPA
Undergraduate major (or substantial course work) in either science or mathematics for secondary certification pathways
Seeking initial teacher certification
Passed Praxis Core
U.S. Citizenship or Permanent Residency Status
Apply Now to UNH Teacher Residency for Rural Education!
A new laptop
Morrill Hall, Room 206
Phone: (603) 862-5337
Fax: (603) 862-2174
Find us elsewhere!
Become a teacher in 15-months:
|Summer I: May to July||Summer institute including graduate coursework, school observations, and a community-based internship|
|August to June||In-school teaching with an experienced mentor teacher and continuing coursework|
|Summer II: July||Summer institute to complete coursework. Become certified and search for a position in qualifying NH Schools.|
|3 Years Post Graduation||Teaching in rural, high-need NH public schools with 2 years of induction and mentoring supprt from UNH faculty and your cohort.|
- TRRE includes graduate coursework beginning in the summer, a community internship, and a full year in schools with a mentor teacher.
- TRRE Faculty provide an integrated curriculum centered on STEM content, Community Engagement, and Pedagogy focused on supporting all students.
- TRRE Residents learn how to integrate innovative practices and valuable local resources to support community and family engagement in learning.
Funded in part by the US Department of Education Teacher Quality Partnership Grant #U3365160019
The fifteen-month TRRE program begins in May of the first year and continues through August of the second year. Most TRRE program coursework and clinical experiences take place in the northern New Hampshire rural communities with which the program partners.
A schematic that illustrates the phases of the TRRE program.
In the resident recruitment phase, activities revolve around:
- Recruitment from NH Universities
- Partner Schools
- Local Communities
In the 15-month TRRE program phase, which consists of a summer I institute; residency and coursework; and summer II, master’s degree and NH certification, activities revolve around:
- Observations in partner schools
- UNH coursework
- Community-based internship
- Residency in partner schools under guidance of experienced teaching mentors
- Community-based networking
During the TRRE induction 2 year plus phase, activities revolve around:
- TRRE graduates hired in rural high need schools
- TREE mentoring and induction
- Professional development opportunities
TRRE graduates commit to teach for 3 years.
Summer Institute. Beginning in May during the first summer, residents complete a summer institute that includes graduate coursework, observations in schools, and a community-based internship to learn about the resources of the communities in which they will teach.
Residency Year (Residency and Coursework). During the academic year that follows, residents complete a year long "residency" alongside an experienced master teacher in an elementary, middle, or high school classroom. Residents continue program coursework and meet regularly as a cohort to integrate experiences in their classrooms and rural communities during the academic year. Residents complete coursework and the requirements for teacher certification during the second summer.
Post-Residency Induction and Support. Following the residency year, graduates of the TRRE program commit to teaching for at least three years in a rural, high-need NH public school. Graduates will receive targeted support through the TRRE Induction Program for their ﬁrst two years as teachers of record, and, following this, become members of an extensive network of UNH alumni who continue to collaborate and engage in UNH-sponsored opportunities.
TRRE core courses include:
- EDUC 935: Seminar and Practicum in Teaching
- EDUC 942: Sociocultural Perspectives on Teaching and Learning
- EDUC 851: Educating Exceptional Learners
- EDUC 801: Human Development and Learning/Educational Psychology
- EDUC 885: Introduction to Assessment
- EDUC 856: Supporting Families of Learners with Exceptionalities
- EDUC 900/901: Internship and Seminar
TRRE Coursework by Certification Pathway
- Elementary (K-6)
- Elementary education and middle school math (K-8)
- Elementary education and middle school science (K-8)
- Secondary education in math (7-12)
- Secondary education in science (7-12)
Additional courses may be required based on specific certification pathways.
Important deadlines for May 2019 cohort applicants:
- Application deadline: February 1, 2019
Select applicants will participate in face-to-face or virtual interviews in January and early February, 2019.
Who is eligible for TRRE?
We are looking for prospective residents who have an undergraduate background in mathematics or science, a passion for lifelong learning, and commitment to rural New Hampshire communities.
TRRE eligibility requirements include:
- Earned bachelor's degree prior to beginning the TRRE program
- Minimum undergraduate 3.0 GPA
- Undergraduate major (or substantial coursework) in either science or mathematics
- Passing Praxis Core exam scores
- Admission into the UNH M.Ed. program in either Elementary or Secondary Education and the TRRE program
- Commitment to teaching in a rural high-need New Hampshire school for at least 3 years following completion of the TRRE program
- No current or prior teacher certification or licensure
- US citizenship or permanent residency status
Does TRRE offer financial support?
Yes! All TRRE residents receive:
- $28,000 living wage stipend during the residency year
- Graduate School tuition waivers equal to 50% in-state tuition discount
Interested in applying to TRRE?
If you are applying to the Elementary Education (K-6) or Elementary Education with Middle School Mathematics (K-8) or Science (K-8) pathways,
please complete and submit:
- Online UNH Graduate School application for the M.Ed. application for Elementary Education (Durham campus)
- TRRE application
If you are applying to the Secondary Mathematics (7-12) or Secondary Science (7-12) programs, please complete and submit:
- Online UNH Graduate School application for the M.Ed. application for Secondary Education (Durham campus)
- TRRE application
Please contact the TRRE Program
Phone: (603) 862-5337
Fax: (603) 862-2174
Where do participants co-teach with a mentor, volunteer, and attend classes?
North Country Education Services, Gorham, NH, hosts all UNH coursework for Coos County. No commute to UNH in Durham!
School District Partners
- SAU 3 - Berlin Public Schools
- SAU 7 - Colebrook School District
- SAU 9 - Conway School District
- SAU 13 - Tamworth School District
- Kenneth A. Brett School
- SAU 20 - Dummer, Errol, Milan and the Gorham Randolph Cooperative
- SAU 23 - Haverhill Cooperative School District
- SAU 30 - Laconia School District
- SAU 35 - White Mountain School District
- SAU 36 - White Mountains Regional School District
- SAU 49 - Governor Wentworth School District
- SAU 51 - Pittsfield School District
- SAU 58 - Northumberland - Stark - Stratford School District
- SAU 61 - Farmington School District
Community-Based Internship Partners
- Adaptive Sports Partners of the North Country
- Appalachian Mountain Club
- Boys & Girls Club of the North Country
- Colonel Town Rec. Center
- Family Resource Center
- Groveton Recreation Center
- North Country Community Rec. Center
- North Country Education Services (NCES)
- North Country Listens
- Nutrition Connections, UNH Cooperative Extension
- White Mountains Science Institute (WMSI)
TRRE rests on three instructional pillars designed to set the foundation for learning, teaching, and living in rural NH communities.
Content and Pedagogy that are integrated with intensive clinical placements in schools, where residents:
- Acquire strong mathematics and science content and pedagogical knowledge to meet rigorous academic standards
- Use data to inform instruction
- Apply concepts of Universal Design for Learning (UDL)
Clinical Strength, where residents participate in experiences that build their social capital in and local knowledge of community contexts. Residents will:
- Engage in an initial field placement
- Develop knowledge and skills to teach in rural schools through a full year residency
- Participate in an induction program for two years following residency
Community and Family Competence in Rural Teaching, providing a core curricular emphasis on learning to leverage rural family and community "funds of knowledge" to support student engagement and achievement. Residents will:
- Build on the assets of the rural communities through an out-of-school placement with a community-based agency or organization
- Address the interests and commitments of the rural communities
- Integrate in- and out-of-school resources and learning opportunities
Jen Baker, Program Coordinator
Jennifer completed her M.Ed. and intital NH teacher certification in a cohort model program in 2009 at Lesley University. She worked in a variety of roles in Seacoast area public schools: Title I tutor, one-on-one special education aide, grade-level education associate and substitute teacher. In her search for full-time employment, Jen came to UNH in 2014 as a program developer for the Professional Development & Training (PD&T) program where she was responsible for planning non-credit professional development seminars and conferences. In 2016 and 2017 the NH Educators' Summer Summit came to the UNH Department of Education, PD&T collaborated on the project and Jen coordinated logistics for the event. Jen joined the UNH Education Department when the TRRE Coordinator position became available in June 2018. She and her family have been in New Hampshire for the last 18 years.
Vince Connelly, Director of Special Education
Vince is the director of Special Education for the TRRE project and an Associate Professor of Special Education in the Department of Education at UNH. He has been working in the field since 1988 as a special educator in public and clinical settings, and as a researcher since 2001 in the areas of teacher preparation, public policy in teacher preparation in special education, and in pedagogical methods in the content areas for students with learning difficulties. As Director of Special Education for TREE, Vincent will teach introductory coursework in special education, coordinate with and assist the residents and mentors with the integration of principles of universal design for learning in their clinical settings, and coordinate pathways for the residents to pursue special education teacher certification.
Emilie Coppinger, Graduate Assistant
Emilie is a doctoral student in the education department, with the specialization Children and Youth in Communities, as well as a graduate assistant for the TRRE program. While completing her M.Ed. in Educational Studies at UNH, she became involved in research within a rural community in Nepal where she explored the perceptions of local grade-school teachers toward the integration of technology in their classrooms. This research opened Emilie's eyes to the incredibly valuable local knowledge that can go unnoticed or unappreciated in rural communities around the world. Emilie recently lead a Kids' Club in a Portsmouth Housing Authority community for a couple years and became interested in exploring the partnerships that exist between schools and community organizations to support the learning and development of students, especially those identified as high-needs. Consequently, Emilie is very excited to help support the TRRE program in its mission to prepare teachers for rural, high-need schools through research, community engagement and recruitment.
Leslie Couse, Program Director/Principal Investigator
Leslie is Principal Investigator of the Teacher Residency for Rural Education Project (TRRE) and Professor of Education at the University of New Hampshire. Her expertise lies in preparing teachers for inclusive early education settings through interdisciplinary collaboration with parents, teachers, and service providers. Through community partnerships she researches inclusive preservice and in-service teacher education, leadership development, and the use of technology in early education. She is the Project Director for two U.S. Department of Education grant funded projects. Growing up on an 8thgeneration family farm in upstate NY. Leslie developed an appreciation of rural living, family connections, and the value of traditions.
Beth Fornauf, Graduate Assistant
Beth is a doctoral student in education and a graduate assistant for the TRRE program. A former elementary school teacher and case manager, Beth is a graduate of the UNH Teacher Education Program. After several years teaching in rural Maine schools, she returned to UNH to pursue her doctoral studies. For the past two years she has worked as an intern supervisor, supporting pre-service teachers pursuing dual certification in elementary and special education. Beth’s research interests are in the areas of disability studies, teacher education, and curriculum theory. She is looking forward to supporting the TRRE program through ongoing research and recruitment. Beth lives in southern Maine with her husband and their three children.
Tom Higginbotham, Director of Science Education
Tom is the Director of Science Education for TRRE, and a postdoctoral research and teaching associate at UNH. A diversity of experiences and settings have marked his career in education. His wife’s medical training has taken them around the country, and they are finally settled in New Hampshire, where they originally met many moons ago. Tom has taught outdoor education, secondary science and math, and served for over a decade as a school administrator in both primary and secondary schools. Along the way, he earned his Ph.D. from Boston College in Curriculum & Instruction, focusing on gender issues in the K-12 science classroom and on educational technology and has worked as a consultant for school leaders, focusing on Common Core Standards (both math and ELA). Most recently, Tom taught science methods, educational technology, and general science content classes at another NH university. Tom joined the TRRE project not only because it offered an ideal blend of research and teaching, but also because the project’s outcomes are so important and resonate so strongly with his beliefs about the importance of recognizing and honoring local knowledge. And he has a strange talent for remembering the scientific names of plants that he learned 25 years ago.
Dan Lord, Director of Community Engagement
Dan is the community engagement director for the TRRE program as well as a PhD student in the UNH Department of Education. He brings a background in community organizing in Downeast Maine, where he lived prior to moving to Conway in 2016. Academically he completed his master's degree in sociology from Lancaster University in the UK, and worked as a teaching and research assistant while taking graduate coursework at the University of Illinois. His area of interests lie at the intersection of environmental education, community-based, and rural education. This summer he co-taught a TRRE course on sociocultural perspectives on teaching and learning.
Bryan Mascio, Postdoctoral Associate
Bryan is a TRRE Postdoctoral Associate whose main responsibilities are: to establish and maintain partnerships with schools and districts in rural regions of NH including the Lakes Region, the North Country, and other high need areas; conduct research on teacher learning, development, and practice; and teach graduate courses to TRRE teaching residents. Bryan recently completed his Educational Doctorate in Human Development and Education at the Harvard Graduate School of Education (HGSE), where he also earned a master’s degree in Mind Brain and Education. During his studies his primary research focused on the social-emotional-cognitive skills of teaching and the development of those complex skills. He continues his work with schools to support the development of those skills and their application to teachers’ and students’ learning and growth. In addition, his other areas of interest and expertise are the methodology of portraiture, development of survey scales, student and teacher social emotional learning, application of complexity thinking to education, and the intersection of teacher professionalism and school improvement. He is excited about “coming home” to UNH where he previously completed programs in Applied Animal Science, Adult and Occupational Education, and Special Education. Prior to making the difficult decision to leave his classroom to pursue his work at HGSE, Bryan was a teacher for 12 years in various NH schools primarily working with students who had been unsuccessful in traditional school settings. Bryan and his wife both grew up in NH, and even lived in UNH married housing for a few years prior to buying Bryan’s childhood home in Kingston almost 20 years ago.
Sharon McCrone, Director of Mathematics Education
Sharon is the director of Mathematics Education for the TRRE project and professor of Mathematics Education with more than 10 years of experience in the Department of Mathematics and Statistics at the UNH. Her main areas of interest in research and teaching are in mathematical reasoning at all grade levels; teaching and learning high school mathematics; and teacher preparation, specifically mathematical knowledge for teaching. As the Director of Mathematics Education for the TRRE Program at UNH, she will act as the (1) Liaison to the Department of Mathematics and Statistics, (2) Support resident recruitment and networking across NH and New England, and (3) Participate in curriculum development, teaching, and oversight of mathematics and mathematics education courses, specifically, developing online and hybrid courses and streamlining current course content.
Kathryn McCurdy, Director of Induction
Kathryn is the Coordinator of Induction on the Teacher Residency for Rural Education project. She also is an Assistant Clinical Professor in the Education Department at UNH where she serves as the Director of Field Experiences for the university’s Manchester campus. Both her practical expertise and research backgrounds are in the field of beginning teacher learning, mentoring, and induction. In her role as Coordinator of Induction, Kathryn is working with the TRRE Management Team and school partners to develop a program that will support TRRE graduates in their first two years of teaching through mentoring, virtual networks, and continued professional development. As a former middle school math teacher, Kathryn will instruct Exploring Mathematics with Young Children for TRRE residents.
Emilie Reagan, Co-Principal Investigator
Emilie collaborates with the TRRE team to: (1) design and implement the TRRE program; (2) recruit and select residents; (3) communicate with partners; and (4) conduct research to inform the program. Emilie also teaches the Introduction to Assessment course to the teaching residents. Emilie is an Associate Professor in the UNH Education Department. Her research focuses on teacher education policy and practice. Prior to moving to New Hampshire, Emilie worked for the Teaching Residents @ Teachers College, Columbia University program in New York City.
Tom Schram, Director of Pedagogy and Clinical Experience
Tom is the Director of Pedagogy and Clinical Experience, he assists in: (1) the selection of residents, (2) guides and supervises clinical experiences, (3) coordinates selection of residency schools, (4) coordinates selection and training of teaching mentors, supervisors, and course instructors, and (4) oversees curriculum design and development. This year he is also something of a “faculty-in-residence” up in the North Country, serving as the on-site supervisor and advisor for this first TRRE cohort. In this role, he will be visiting the residents and mentors in their classrooms on a weekly basis and teaching the yearlong residency seminar. He will be living in Randolph 3-4 days each week to facilitate accessibility and travel to residency partner schools, as well as outreach to other districts as TRRE faculty and staff continue to grow the program.
- College of Liberal Arts
- Department of Education
- College of Engineering and Physical Sciences
- Department of Mathematics and Statistics
- Cooperative Extension
- Carsey School for Public Policy
- Joan and James Leitzel Center
- Marion Anastasia, Superintendent, SAU 36 – White Mountains
- Corinne Cascadden, Superintendent, SAU 3 - Berlin
- Bill Church, Executive Director, White Mountains Science, Inc.
- Leslie Couse, Professor and Chair, UNH Department of Education
- A. Lin Goodwin, Dean, University of Hong Kong
- Nicole Heimarck, Administrator for the Bureau of Educator Preparation, NH Department of Education
- Melissa Jellison, Teacher, SAU 36 – White Mountains Regional High School
- Mike Kelly, Superintendent, SAU 58 - Groveton
- Lori Langlois, Executive Director, North Country Education Services (NCES)
- Sharon McCrone, Interim Associate Dean, UNH College of Engineering and Physical Science, Professor of Mathematics Education
- Andrea Muller, North Country Youth Education Director, Appalachian Mountain Club (AMC)
- Laura Nickerson, Director, STEM Teachers’ Collaborative, UNH Leitzel Center
- Emilie Reagan, Assistant Professor, UNH Department of Education
- Tom Schram, Associate Professor, UNH Department of Education
- Mike Young, Program Team Leader – Youth and Family, UNH Cooperative Extension
Prior experience working with children and youth will allow you to know if teaching is a good fit for you. In the application process, TRRE will consider your how you reflect on your experiences working with children and youth. Here is a list of coursework, volunteer, and professional opportunities to consider.
UNH Undergraduate Options to Experience Teaching
UNH offers undergraduate teaching experiences that are extensive lasting a semester or six weeks in the summer. Each has their own application process and deadlines.
- Education 500 - Exploring Teaching (spend a semester in a classroom)
- Upward Bound Be a tutor-mentor during the summer or the school year.
- Tech Camp Work as a summer counselor
- Project Smart Work as a summer counselor
- STEMbassador Do outreach in community K-12 STEM classrooms
- Peer Led Team Learning in General Chemistry at UNH
- Learning Assistant in Introductory Physics at UNH
- Mathematics Center Tutor at UNH
- Seacoast Reads Literacy Tutor in community schools
- Community Literacy Center Literacy Tutor and volunteer opportunities
Community Options to Experience Teaching
Examples of previously accepted applicants experience working with children:
These examples are meant to serve as a guideline.
- Employment as a paraprofessional, Title One/teaching assistant, early childhood educator, substitute teacher, tutor, summer camp counselor
- Experience as an educator/advocate in a community-based organization working with children such as: Gorham Family Resource Center, The Society for Protection of New Hampshire Forests, A Mountain Classroom (Appalachian Mountain Club).