This teaching residency program supports cohorts of students who take part in yearlong clinical experiences in local high-needs public schools. After graduation, residents pledge to teach in similar local high-needs public schools; during this time, they also receive induction support from TR@TC. We envision teachers as reflective practitioners who ask questions of and think about their own practice, curriculum-makers who are equipped to develop curricula for diverse and heterogeneous classrooms in which all learners have access to core content, and advocates who recognize and work against societal inequities as they manifest in schools. TR@TC has prepared a cohort of about twenty residents per year. Ninety residents have graduated from the program, and we have 35 current residents. In its first iteration, TR@TC was a 14-month program certifying teachers in special education and TESOL. In its current iteration, we prepare and certify special education, TESOL, and science teachers through an 18-month program. Some of our former residents have come full circle, serving as both mentor teachers and residency supervisors for current residents.