Preparing teachers to work in our nation's classrooms presents an array of challenges for teacher educators. Recently, organizations such as the American Association of Colleges for Teacher Education (AACTE), the National Council for Accreditation of Teacher Education (NCATE), and the Council of Chief State School Officers (CCSSO) released reports calling for change, supporting clinical teacher preparation, and encouraging links between university faculty, clinical faculty (P-12 educators), and pre-service teachers. This book (as well as its companion text, The Power of Clinical Preparation in Teacher Education: Embedding Teacher Preparation within P-12 School Contexts) responds to calls for change in teacher education. Sponsored by the Association of Teacher Educators (ATE) and its Commission on Clinically-Based Teacher Preparation, the book includes program descriptions, theoretical frameworks, and research studies. Initiated in response to Dr. Nancy Zimpher's keynote speech at ATE's 2011 Annual Meeting, the Commission on Clinically-Based Teacher Preparation set out to identify exemplary programs of teacher education, promising practices within those programs, and research related to the programs' clinical practices. This text represents the Commission's findings.
Foreword - James L. Alouf Acknowledgements Introduction - Ryan Flessner & Debra R. Lecklider Section I: Georgia State University & the Atlanta Neighborhood Charter School Chapter 1: The New Teacher Residency Project: Motivation, Partnership History, and Residency Plan - Stephanie Behm Cross, Matt Underwood, & Elizabeth Hearn Chapter 2: The New Teacher Residency Project: Multiple Layers of Support and Collaboration - Elizabeth Hearn, Stephanie Behm Cross, Susan Taylor, & Connie Zimmerman Parrish Chapter 3: It's Time for a "Reboot": Shifting Preservice Teacher Education from Business Capital to Professional Capital - Stephanie Behm Cross, Carla Tanguay, Susan Cannon, Morgin Jones Williams, & Jessica James Hale Section II: Rhode Island College & Central Falls Schools Chapter 4: Context Matters - Julie R. Horwitz, Gerri August, Frances Gallo, Kimberly Cataldo, & Joshua Laplante Chapter 5: The Integration of Emergence and Infrastructure in a Clinical Preparation Model - Julie R. Horwitz, Gerri August, Frances Gallo, Kimberly Cataldo, & Joshua Laplante Chapter 6: What We Learned - Gerri August, Julie R. Horwitz, Frances Gallo, & Joshua Laplante Section III: George Mason University & Fairfax County Public Schools Chapter 7: Elementary Teacher Preparation at George Mason University: The Evolution of Our Program - Seth A. Parsons, Lois A. Groth, Audra K. Parker, Elizabeth Levine Brown, Corey R. Sell, & Debra Sprague Chapter 8: George Mason University's Elementary PDS Program: Teacher Education Built on Principles - Stephanie L. Dodman, Lois A. Groth, Kerri Fulginiti, Brian Hull, Audra K. Parker, & Seth A. Parsons Chapter 9: Developing Teacher Candidates' Ability to Analyze Mathematics Quality of Instruction Using Collaborative Instructional Rounds - Jennifer M. Suh, Andrea Weiss, Kerri Fulginiti, Molly Rawding, Lesley King, & Seth A. Parsons Chapter 10: The Case for Powerful Clinical Practice in Teacher Education - D. John McIntyre About the Authors
