Preparing Quality Teachers

Advances in Clinical Practice

Edited by:
Drew Polly, UNC Charlotte
Eva Garin, Bowie State University

Published 2022

National and international teacher education organizations and scholars have called for an increased emphasis on clinical practice in educator preparation programs. These recommendations include specific efforts to increase the duration, diversity, and quality of experiences that teacher candidates engage in during their time in P-12 schools while earning their teaching license.

This book includes a robust set of chapters that include conceptual, theoretical, and empirical chapters related to innovative approaches in clinical practice in educator preparation. Authors include teacher educators from around the United States and Canada from a variety of types of higher education institutions. The book provides readers with examples, evidence, and ideas to thoughtfully consider their future direction in examining, planning, and implementing clinical practice experiences for teacher candidates.

CONTENTS
Foreword. Preface—Clinical Practice in Educator Preparation Programs: Challenges and Future Directions, Drew Polly and Eva Garin. SECTION I: DIVERSITY, CORE PRACTICES, AND DISPOSITIONS. All Means All: Adjusting the Lens on Field Experiences, Amber G. Candela, April Regester, Nancy Robb Singer, Jennifer Fisher, Julie Smith Sodey, Stephanie Koscielski, and Nicolle von der Heyde. Developing a Mindset: The Role of Clinical Practice in Preservice Teachers’ Understandings About Dyslexia, Mary-Kate Sableski. Learning to Teach Teaching: What Capabilities and Knowledge Do Mathematics Teacher Educators Need and (How) Can We Support Their Development? Meghan Shaughnessy, Sarah Kate Selling, Nicole Garcia, and Deborah Loewenberg Ball. Preparing University Faculty for Clinically Oriented, Practice-Based Teacher Education, Dan Hanley, Matthew Miller, Jennifer Sorensen, and Allyson Rogan-Klyve. Core Practices and Beyond: How Equity-Based Practices Emerged in Mediated Field Experiences, Esther M. H. Billings, Melinda C. Knapp, Charlotte J. D. Sharpe, Barbara A. Swartz, Sararose D. Lynch, and Holly Henderson Pinter. Developing Teacher Leadership Skills in Preservice Teacher Education, Zora Wolfe and Patricia Newman. The It Factor: How Can We Help Teacher Candidates Identify and Improve Their Teaching Dispositions? Robin E. Hands, René Roselle, Andrea Kuhn, June Cahill, and Luke D. Hands. Multidimensional Approaches to Clinical Practice With School and University Partnerships, Virginia McCormack. SECTION II: RESIDENCIES AND ALTERNATIVE CERTIFICATION. Effective Clinical Preparation Through Teacher Residency, Michelle Cook, Laura Eicher, and Leigh Martin. Building a Teacher Residency Collaborative: Mapping the Synergistic Activities to the Continuum of Clinical Partnership Development and Growth, Karin Sprow Forté, Jane M. Wilburne, and Michael J. Swogger. Clinical Practice at the Heart of Teacher Preparation: Developing a STEM Middle School Residency Program, Cheryl R. Ellerbrock. Beyond Teaching Teddy Bears: Generating and Sustaining High School Students’ Interest in the Teaching Profession Through Clinical Practice, R. Lennon Audrain and Jody Googins. Developing Novice Alternative Certified Teachers: K–12 School Leaders’ Knowledge, Amanda L. Rose and Jennifer A. Sughrue. Clinical Experiences and Program Outcomes in Alternative Licensure Pathways, Sarah W. Sharpe, David Marshall, and Parinita Shetty. Paid Professional Internships: Designing a Curriculum for Clinical Experiences, John E. Henning, Tracy Mulvaney, Bernard F. Bragen, Jr., and William O. George. III. SECTION III: INNOVATIVE PARTNERSHIPS. Implementing the Paired Placement Model: Foregrounding the Impact on Key Stakeholders, Marilyn E. Strutchens, Basil Conway IV, Charmaine Mangram, David Erickson, and Brea Ratliff I. A Signature Pedagogy: Empowerment Through Embedded Methods Courses, Rachelle Curcio, Eliza Braden, Catherine Compton-Lilly, Michele Myers, and Beth White. Partnership Between School and University Leaders for Teacher Preparation, Lauren J. Gibbs, Matthew Ohlson, Easter Brown, Shelley Lester, Justin Faulkner, Stephanie Jackson, and Clayton Anderson. Practice- Based Integrated Methods Block: Reflecting on a Decade of Implementing an On-Site Cohort Model in a Teacher Preparation Program, Amy Good, Daniel M. Alston, Jean Vintinner, Ian Binns, Tracy Rock, and Michael Putman. Developing a Practicum Model Through a Democratic Process: Faculty, Teachers, and Teacher Candidates Share Their Views and Experiences, Carol Rees, Rupinder Deol Kaur, Beverly Ruberg, Magdalena Maslowski, Brendon Bauhuis, Grady Sjokvist, and Danielle Livingstone. Redesigning Teacher Preparation: A Community-Embedded Approach, Rebecca Hines, Eileen M. Glavey, Whitney Hanley, and Annette Romualdo. Relationships in Clinical Practice Experiences: An Examination of Student Teaching Triads in a Science Education Program, Lesley J. Shapiro and Rudolf V. Kraus II. SECTION IV: OTHER INNOVATIVE IDEAS AND APPROACHES. Innovation at Its Best: The Integration of Self-Reflection During the Student Teaching Experience, Paula E. Egelson and Jacob Hardesty. Collaborating Teachers and Preservice Teachers Attention to the Elements of the Apprenticeship Model for Learning During Clinical Experiences, Ruthmae Sears, Patricia Brosnan, Cynthia Castro-Minnehan, Pier Junor Clarke, and Jamalee Stone. Hybrid Methods Course Model for Teacher Education Candidates: Implementation Evidence From the Field, Austin Kureethara Manuel, Christina Janise McIntyre, Emily K. Reeves, and Daphney L. Curry. Innovation in Clinical Practice: Content Cohorts, Partnerships, and Microcredentialing, Tina Wagle, Michelle R. Eades-Baird, and Donna Mahar. Linking the Field-Based Mentor Teacher to University Coursework: Methods Course Modules for Completing the Triad of Learning for Mathematics Teacher Candidates, Jeremy Zelkowski, Jan Yow, Patrice Waller, Belinda P. Edwards, Holly G. Anthony, Tye Campbell, Anna Keefe, and Carey Wilson. Pushing Our Comfort Zone: A Journey Through Diverse Clinical Experiences, Johannah D. Baugher, Linda Gray Smith, and Joseph P. Haughey. Designing a Coherent STEM (Science, Technology, Engineering, and Mathematics) Initial Teacher Education Program: Innovation in Clinical Practice, Karen Goodnaugh and Mary Stordy. Why We Need More Clinical Practice in Teacher Education, James A. Bernauer. One University’s Experience Placing Teacher Candidates in the Cotswold Region of England, Tracy Mulvaney and Kathryn Lubniewski. About the Authors.