Scaffolded support systems: examining a multi‐tiered support plan protocol for struggling teacher candidates

Abstract

Teacher candidates train in an educational world that has changed dramatically. The tensions and challenges that preservice teachers experience are a reality for teacher education programs and must be planned for. The authors from a teacher preparation program describe the steps they have taken to support more authentic and integrated work with teacher candidates who struggle in their performance during their licensure program. After implementing a program‐wide support plan protocol and professional action plan tool, we examined the issues that signaled the need for intervention, the types of supports provided, and the resulting program decision. We captured staff perspectives regarding the effectiveness of the support plan protocol and conclude with recommendations to support teacher candidates in acquiring the conceptual and technical knowledge, skills, and disposition needed to teach in today’s classrooms.

Keywords:

• community partnership and service
• teacher professionalism