Students gather around a table with their teacher in class
The UChicago Urban Teacher Education Program believes that hands-on, lifelong learning is foundational to effective public education.

About UChicago UTEP

Building on a 20 year history

The University of Chicago Urban Teacher Education Program (UChicago UTEP) launched in 2003 as one of the first teacher residency programs in the country. It continues to be a model for urban teacher preparation designed for aspiring teachers who are committed to social justice and educational equity. Today, UChicago UTEP is an integral part of the University of Chicago's Urban Education Institute, which bridges education research and practice to create reliably excellent public schooling.

While the University of Chicago Urban Teacher Education Program (UTEP) no longer offers a Master's degree in teaching, we remain deeply committed to the mission of supporting teachers for successful and long-lasting careers in urban schools. The challenges that low-income and under served schools face, particularly in retaining effective educators, persist. We continue to address this by training and empowering teachers to build long-lasting careers through ongoing professional development, instructional coaching, and fostering a vibrant community of support.

In the 2024-25 school year, UTEP expanded coaching beyond University of Chicago graduates to early-career, elementary school teachers near the University of Chicago campus and began the UTEP Induction Program. The Induction Program includes monthly seminars to ground teachers in UTEP’s five principles and help them develop the dispositions that are critical to successful teachers in urban contexts.

 

Nationally, schools serving low-income students experience high turnover, with half of their staff leaving every three years. Research shows that new teachers often exit urban schools due to feeling under prepared for the realities they encounter. Through our continued efforts, we aim to change this reality by equipping teachers with the pedagogical skills, social and cultural competence, and reflective practices necessary for success.

 

Our work is grounded in a vision by several important beliefs:

Relationships are foundational to teaching and learning
In turn, teaching and learning only occur in dialogue with others, including students, families, communities, and colleagues.
Critical awareness and analysis promote social justice
Educators must think intentionally and critically about issues of race, class, and culture in order to take purposeful action against structural inequities.
Reflection and inquiry drive growth
Teachers and learners rigorously question themselves, their practice, and the world around them to facilitate development.
Growth and development occur over time
Learning, learning how to learn, and learning how to teach well are all lifelong endeavors.

Taken together, these beliefs advance our efforts to provide transformative educative experiences and contribute to greater equity and excellence in urban public schooling.

 

Learn more about our context-specific approach to teacher preparation
Read more about our program