Clinical experiences, supported by well-prepared mentor teachers and university-based teacher educators, are essential for developing successful teacher candidates. While the design and structure of these significant learning opportunities often vary among preparation programs, a common feature is teacher candidates work in partnered educational settings engaged in teaching that is closely aligned with coursework and in collaboration with individuals tasked with supporting their growth, development, and entry into the profession. The primary purpose of this text is to provide readers a varied set of examples from teacher preparation programs that have established effective systems, practices, and/or pedagogies to develop and support mentor teachers and university-based educators in becoming effective clinical coaches. The text endeavors to shine a bright light on those programmatic efforts shaping teacher preparation in impactful, meaningful, and sustainable ways. This text will be of primary interest to all those working in organizations, institutes of higher education, alternative licensure programs, and schools and districts involved with the preparation of teacher candidates.
Dr. Philip E. Bernhardt is currently a Professor of Secondary Education and Associate Director of the Honors Program at the Metropolitan State University of Denver. Dr. Bernhardt has spent two decades working in public schools, including eight years as a secondary social studies teacher. He frequently presents on topics that include barriers to higher education, co-teaching, academic tracking, teacher professional development, curriculum design and assessment, and teacher preparation, induction, and mentoring. Dr. Thomas R. Conway is currently Chairperson of Teacher Education and Assistant Director of the Honors Program at Cabrini University in Radnor, PA. Dr. Conway spent 19 years teaching and administrating at the high school level before moving full-time to higher education. Dr. Conway regularly presents on mentoring, coaching, topics in secondary education and early childhood at state, national, and international conferences. Dr. Greer M. Richardson is currently the Director of Graduate Programs and Associate Professor of Education at La Salle University in Philadelphia, PA. Dr. Richardson is also the Associate Director of the Philadelphia Regional Noyce Partnership, a collaborative of regional higher education institutions dedicated to supporting the STEM teacher pipeline. Dr. Richardson has presented extensively on teacher mentoring, new teacher induction, instructional coaching and collaborative partnerships at state, national and international conferences.
Foreword Acknowledgements Introduction Supporting the Development of Specialized Content Knowledge for Teaching Music, Physical Education, and Other "Specials" Improving Educator Preparation Using Asynchronous, Online Professional Development A Model of Collaboration: Mentor Teachers, Teacher Candidates, and University-Based Teacher Educators Enhancing Mentor Teachers' Experience, Effectiveness, and Engagement Through Professional Development and University Communication Mentor Study Groups as Sites for Mentor Teacher Learning Cultivating Clinical Coaching through Collaboration Using an Online Platform to Prepare Mentor Teachers as Clinical Coaches Practice-Based Coaching to Impact Early Childhood Teacher Candidate Uptake of Evidence-Based Practice in Clinical Internship Only the Best: Ensuring High-Quality Mentors for Teacher Candidates Developing Teacher Candidates for the 21st Century: Engaging the Village About the Editors
The Association of Teacher Educators (ATE) has a long history of work - both theoretical and practical - in the area of teacher preparation. Recent scholarship has turned ATE's attention to clinical practice and its impact on the knowledge, skills, and dispositions of future educators. With this two-volume set, Bernhardt, Conway, and Richardson build on prior efforts of ATE and the field to address an oft-overlooked aspect of clinically-based teacher education: the preparation of mentor teachers and university-based educators for the work of supporting teacher candidates and their learning. Chapters within this text attend to policy reports, teacher education standards, and a wide range of program designs that impact the work of teacher educators while focusing squarely on the preparation of those professionals tasked with supervising the practical, contextualized, clinically-based aspects of teacher education. This extension of the work in the field is sorely needed and will be well-received by those hoping to continually improve the education provided to teacher candidates and the resulting experiences these future educators will create for all children. -- Ryan Flessner, Associate Professor, Butler University College of Education Clinical practice is a critical part of quality educator preparation work. This text provides real examples of successful models and collaborations supported by years of research and theory. Building strong clinical partnerships with P-12 schools takes collaborative effort from all members of local education communities. The chapters describe a variety of ways to make these partnerships and practices a reality. Mentor teachers work with candidates at a crucial time in their development, and their work at the center of quality clinical preparation. Quality collaborations and partnerships bring attention to the critical work mentor teachers provide to candidates. The text demonstrates care and attention to all the aspects of clinical practice as part of quality preparation programs ensures quality teachers have the skills to support the next generation of students. -- Vince O'Neill, Accreditation Director, Council for the Accreditation of Educator Preparation
