From Hilton grad to hired teacher: How a resident forged her path to special education
A paid residency helped her move from classroom assistant to certified teacher—while helping her district grow its own talent.
Tia Clark’s path to becoming a special education teacher didn’t take her far from home—but it did take her further than she imagined.
A graduate of Hilton High School, Clark began her career in the Hilton Central School District as a teaching assistant, supporting students in the same system that shaped her. She knew she wanted to lead her own classroom, but like many aspiring educators, the path forward—time, cost, and access to meaningful experiences—felt like a barrier.
After two years as a teaching assistant, Clark saw the Monroe County Teacher Residency Consortium at the Warner School of Education and Human Development as the opportunity to change that.
Through the yearlong, paid residency, Clark was able to stay in Hilton, step into a full-time classroom role, and earn her master’s degree and certification—all at once. What began as a support role quickly became a launchpad.
“This program let me take the next step without stepping away,” she says. “I was able to keep working in the district, gain real teaching experience, and move toward certification in a way that felt manageable.”
Now, just a year later, she’s been hired by Hilton as a full-time, certified special education teacher. That combination—hands-on experience, financial support, and a direct connection to hiring districts—is what sets the residency model apart.
“I recall when Tia joined one of our residency program information sessions while she was working as a TA. She had such a strong drive to teach and a good sense of how the program would help her meet her goals – just an ideal candidate,” explains Kevin Meuwissen, chair of teaching and curriculum and director of the Ƶ’s Teacher Residency Programs. “Hilton leaders clearly recognized her potential at the outset of the program, and her assets upon completion, as well. Our residency programs are designed to prepare folks like Tia for immediate, successful employment in high-need areas, where immersive preparation translates into strong early-career teaching and long-term retention.”
For Hilton, the investment paid off. Clark entered the program as a known, committed member of the school community and emerged as a fully prepared teacher ready to step into a high-need area. Residency programs like this are designed to do exactly that—help districts “grow their own” educators by developing the talent already embedded in their schools and communities.
A model built on immersion
Unlike traditional teacher preparation programs that include short student-teaching placements, the residency model mirrors a medical residency experience. Residents spend a full academic year in the classroom, co-teaching with a mentor four days a week and serving as substitute teachers one day a week.
For Clark, that continuity made all the difference.
“Being in the classroom for the entire year, you see things that you wouldn’t see in an eight-week traditional student teaching,” Clark says. “You really get to know the students, learn how to differentiate instruction, and become a part of the team.”
She completed her first semester at QUEST Elementary before moving to Merton Williams Middle School, gaining experience across grade levels and student needs.
“I am so impressed with the level of preparation Tia has shown and the wrap-around training and support that the Ƶ has provided for school-based teacher educators,” says Tracey D’Alonzo, a veteran teacher who worked alongside Clark. “She became an integral part of the QUEST Intermediate team.”
That strong impression is shared by others who have closely observed her teaching throughout her residency.
“Tia has established a positive rapport with her students, building meaningful relationships that foster respect across every setting,” says Susan Maddamma, Clark’s URochester supervisor in the inclusion/special education program. “She skillfully adapts her instruction in the moment to meet students’ needs, demonstrating both responsiveness and care. Her willingness to reflect, collaborate, and continuously grow will be invaluable as she moves into her teaching career.”
Removing barriers—opening doors
A key part of Clark’s success was the program’s financial structure, which made it possible to pursue certification without taking on significant debt.
The MRTRC is designed to reduce financial barriers to teacher certification programs. Teacher residents receive $15,000 in tuition assistance, a stipend for living expenses, generous tuition Ƶs, and additional per diem pay when serving as substitute teachers.
“With the Warner Ƶ, the grant from the state, and the supplement from BOCES, there’s not much cost left over,” Clark says. “It made becoming a teacher feel possible.”
That accessibility is critical as districts work to fill persistent teacher shortages in high-need areas like special education.
Growing the next generation of teachers
The MRTRC is part of a broader regional effort led by the Warner School to address teacher shortages in Monroe County and the Rochester region by strengthening the educator workforce.
Its goal is simple but urgent: strengthen the educator pipeline by preparing teachers where they’re needed most—and keeping them there.
It was launched in 2024-25, with its first cohort of 14 residents serving nearly 2,000 students. By the end of the 2026–27 academic year, more than 50 MRTRC residents will support thousands more students and their families across participating districts. Similarly, the ROC Urban Teaching Fellows Program (ROC UTF) prepares educators in high-need certification areas across Rochester City Schools.
And for Clark, it means returning to the classroom where her journey began—this time, as the teacher.