How Hamlin Robinson School's Resident Teacher Program Builds Educators and a Community of Learning
Every July, a new group of aspiring educators arrives at Hamlin Robinson School eager to learn. They come with enthusiasm, fresh ideas, and a desire to make a difference. Over the next twelve months, they become part of something much bigger than a teacher preparation program. They join a community dedicated to understanding how students with dyslexia learn, supporting one another, and continually growing together.
By the time they leave, they are not only stronger educators; they often see teaching, learning, and people differently.
For Jessica Ruger, Head of the Lower School, that transformation is exactly why the Resident Teacher Program exists.
"Our mission has always been bigger than the students inside our own classrooms," Jessica says. "We know how to help students with dyslexia thrive. The question became, "How do we extend that knowledge beyond our school?"
That vision has grown into a program that has prepared nearly 100 educators who now serve students in schools across the country and around the world. Each leaves with a deeper understanding of structured literacy, dyslexia, and how to create classrooms where every child can experience success.
Learning Together
The need for programs like this has never been greater. Many new teachers enter the profession passionate about helping children but receive little preparation in evidence-based reading instruction or dyslexia.
"No educator becomes a teacher because they want to watch children struggle," Jessica explains. "The problem is that many simply haven't been given the preparation they need."
At Hamlin Robinson, residents spend a full year immersed in classrooms alongside expert teachers. They begin with intensive Slingerland® training before moving into a carefully supported progression of observation, co-teaching, lesson planning, and independent instruction. Throughout it all, they receive continual coaching and feedback.
Unlike traditional student teaching, residents are never expected to navigate the journey alone.
They become part of two communities at once: a grade-level teaching team and a cohort of fellow resident teachers. Together they ask questions, celebrate successes, wrestle with challenges, and learn from one another throughout the year.
"They're given permission to remain learners," Jessica says. "That creates an environment where they can be vulnerable, take risks, and continue growing."
That culture of collaboration benefits everyone. Experienced teachers become more reflective as they explain their instructional decisions, while residents contribute fresh ideas and perspectives that strengthen the entire school.
Learning That Changes Perspectives
The greatest transformation isn't simply learning a new instructional approach—it's learning to truly understand students.
Many residents arrive having studied dyslexia in college. Living alongside students every day tells a much richer story. They begin to see how dyslexia affects confidence, organization, emotional regulation, and perseverance, while also discovering the remarkable creativity, resilience, humor, and strengths that define so many HRS students.
"They don't simply learn about dyslexia," Jessica says. "They experience why we do what we do."
That experience shapes residents far beyond the classroom. They leave with greater empathy, stronger communication skills, and a habit of approaching challenges with curiosity instead of assumptions.
An Entire Team Behind Every Student
The Resident Teacher Program also enriches the experience of HRS students every day.
Resident teachers become trusted adults who know classroom routines, understand students' individual strengths, and help provide consistency throughout the school year. When a classroom teacher is away, learning continues seamlessly because students remain surrounded by familiar adults who know them well.
Just as importantly, residents work across an entire grade level, giving them a unique perspective on students' growth, friendships, and social dynamics.
"Our students don't just feel like they have one teacher," Jessica says. "They feel like they have an entire team invested in their success."
That sense of belonging is one of the hallmarks of the Hamlin Robinson experience.
A Ripple Effect That Continues
Although the Resident Teacher Program was designed as a one-year experience, its impact extends far beyond twelve months.
Many graduates carry what they've learned into schools across the country, becoming ambassadors for structured literacy and advocates for students with dyslexia. Others discover such a strong sense of purpose at Hamlin Robinson that they choose to remain as classroom teachers.
"They talk about the students. They talk about their colleagues. They talk about the sense of purpose they feel here," Jessica says. "This is a community where everyone knows why they're here and believes deeply in the work."
Whether residents stay or move on, each leaves prepared to change lives. In doing so, they help extend Hamlin Robinson School's mission well beyond Seattle—one classroom, one student, and one educator at a time.
