At Temple University’s College of Education and Human Development (CEHD), two transformative programs, Temple Teacher Residency (TTR) and Temple Education Scholars (TES), are collaborating to reshape how future educators are prepared.
TTR is an intensive, graduate-level teacher preparation program that equips individuals with the skills, knowledge and credentials to thrive in high-need classrooms. Meanwhile, TES is a dual enrollment initiative for high school seniors who are interested in becoming educators. Being part of the program gives students the opportunity to earn college credit through courses that explore the field of education, the teaching profession and the many pathways within it. In recent years, the two programs have formed a growing partnership centered on shared experience, community building and connection. The partnership serves as a meaningful pause, an intentional space where busy participants from both programs come together to connect beyond classrooms roles and academics and share their journey into education.
Through workshops, panels and honest conversations, TTR students offer TES scholars firsthand insights into the realities of leading a classroom.
“Getting to learn from the TTR students helped me and other TES students feel sure about our career path and decision to pursue a degree in education,” said TES student Eri Zeng. “I saw myself in them [TTR students]. Learning from them has opened my eyes to the many things I can pursue in my career.”
Zeng will be attending the CEHD in fall 2025 to study secondary education-social studies with a goal of becoming a high school history teacher.
“I doubt my own abilities sometimes,” Zeng added. “Talking to the TTR students and asking them questions made me realize that everybody does. They were open with their experiences and how they worked through their nerves.”
For both programs, these interactions offer a chance to slow down and reflect on what it truly means to become an educator.
Rachel Gerberick, TES program manager, said the collaboration was designed to foster deeper connections. “The goal was to create opportunities for aspiring educators at different stages to connect beyond academics,” she explained. “Working closely together allows them to share their experiences from diverse perspectives.”
Shanae Bryan, associate director of recruitment and retention for TTR, agreed, noting that relationship-building was a key focus. “Both groups are learning what it takes and what it feels like to be in the classroom,” she said. “This collaboration helps build a community they can connect with.”
Collaborating with TES gives TTR students valuable insight into the perspectives of the student population they will one day teach. These interactions help them better understand students’ academic and emotional needs, adapt their teaching styles, and build stronger, more empathetic connections, preparing them to lead with confidence and care.
TTR student Dylan Pearlman shared, “Working with TES students “gave me a firsthand look into how greatly students benefit from early exposure to education and mentorship.”
Jasmine Debose, who is also a TTR student, added, “To grow as an educator, you need to understand the voice of the youth. If we’re not talking to students and bridging that gap, we’ll continue to have students who are disconnected from the material.”
Bryan echoed that sentiment, noting that opportunities like this break down the traditional teacher-student dynamic, connecting generations. “We’re learning together and finding value in the shared experience.”
This collaboration has significantly advanced the CEHD’s efforts to strengthen the teacher pipeline. By working together, TTR and TES are preparing the next generation of educators to enter the classroom with a strong foundation in equity and community-rooted practice to lead meaningful change in education.