Warriors Teach Residency Pathway Connects Stanislaus State Students to Classrooms and Communities
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By Allison Kincaid-Nervino
4 minute read
Preparation for the Future
At Stanislaus State, a special opportunity exists for a select group of students preparing to become teachers to receive more than a semester in a classroom. Through the Warriors Teach Residency Pathway, they spend a full school year alongside an experienced teacher, co-teaching and learning what it takes to run a classroom.
Warriors Teach! residents are placed at school sites in Ceres Unified School District or with Modesto City Schools — identified as high-need districts due to factors such as teacher shortages and diverse student populations — and they commit to teaching there after finishing the program. They receive a stipend, paid monthly across 10 months, and complete their credential coursework in the evenings.
According to Brittany Desnoyer, Stan State associate professor of teacher education and Warriors Teach! residency pathway coordinator, the goal is to prepare teachers who not only feel ready to lead their own classrooms but also stay in the communities they serve. “This isn’t just about getting people credentialed. We want them to stay and grow into the kind of teachers that students need,” she said.
Developing Future Teachers Through Partnership and Place
One of the things that sets the residency apart from other teacher education programs is the mentorship model. Each resident is paired with a mentor teacher who works closely with them throughout the year.
Jennifer Arnold, a sixth-grade teacher at Virginia Parks Elementary, has hosted several Warriors Teach! residents over the years. She said the experience benefits both the resident and the students.
“Having a resident changes the pace of the classroom in a good way. Students get more support, and I get to collaborate more. It’s a real partnership,” Arnold said.
Because residents stay for the whole year, they’re involved in everything from parent-teacher conferences to Individualized Education Program (IEP) meetings. Arnold said families see them as part of the team.
Mentor Erica Tornquist, Adkison Elementary
Stan State alumnus and first-year program participant Christian Obando joined the program after working as a paraeducator and deciding to become a teacher. He wanted a pathway that gave him more hands-on teaching experience without jumping in completely alone.
“I didn’t want to just be handed a classroom and figure it out. I wanted someone to guide me,” he said.
He said the structure and mentorship are what make the residency work. Now, he’s teaching, subbing and getting the kind of day-to-day practice that’s building his confidence.
Many residents are already part of the community. Some, like Eliana Bravo, have worked in schools as classified staff before entering the program. Others are Stan State students from the region who want to stay local.
“This program lets me serve in the same district I’ve worked in and lived in for years,” Bravo said. “It’s helping me take the next step without having to leave my community.”
Resident Ioseph Huitron at Virginia Parks Elementary
Erica Tornquist, a kindergarten teacher at Adkison Elementary and Warriors Teach! mentor during the 2024-2025 school year, said that kind of connection is important. “When someone from the area becomes a teacher, they already understand the students and families. That’s hard to teach in a textbook.”
Resident Ioseph Huitron said being in the same classroom all year gives him a full picture of the teaching experience.
“You see how routines are built, how students grow, how to handle the tough days. It’s not rushed,” he said.
Instead of cramming everything into a single semester, residents gradually take on more responsibilities. They see the start, middle and end of the school year and understand how all the pieces connect.
Starting Strong, Shaping the Future of Teaching
Stan State senior Holland McGuire is planning to apply for the program. She said she’s drawn to the chance to learn from a mentor and be part of the classroom long-term.
“I want to feel prepared, not thrown in. This feels like the best way to learn how to be a real teacher,” she said.
She also liked that the residency allows her to stay local and serve the community she already knows.
Toni Neville, a third-grade teacher at Sam Vaughn Elementary, said residents make an impact right away.
“They support students, bring fresh ideas and learn quickly because they’re immersed in the classroom all year,” she said.
Neville has seen firsthand how the program supports future educators — not only during their residency year, but after. One of her former residents, Evelyn Gonzalez Arambul, was hired at Adkison Elementary just one year after completing the program. Ceres Unified had limited openings at the time, but Gonzalez Arambul was one of the few selected.
“Starting from the beginning of the school year allowed me to build a relationship with both the school where I was placed and the district. It gave me a sense of both community and consistency,” Gonzalez Arambul said.
She credits the residency and Neville’s mentorship for helping her feel confident and prepared.
“My mentor was the most important part of my growth as a teacher. She gave me space to try things, modeled effective strategies and always provided honest feedback,” she said. “I use what I learned from her every day.”
Now, Gonzalez Arambul is guiding her own classroom with a clear understanding of what it means to lead.
“One of the biggest benefits was learning how to maintain both high expectations and strong relationships,” she said. “It’s challenging, but the support, mentorship and community you build are worth it.
