Clinical Preparation of Teachers in the Context of a University-Wide Community Engagement Emphasis

Abstract

In this article, we describe development of a clinical model of teacher education connected to a community engagement commitment of the university known as the Signature Partnership Initiative. The current clinical model builds upon previously established collaborations of the College of Education and Human Development with district and school partners to offer a more authentic, comprehensive, and systemic approach to preparing new teachers and supporting the continued learning of experienced teachers. The development and implementation of the clinical model in two elementary schools and one middle school have provided evidence of both benefits and challenges. The article provides three descriptive narratives that elaborate on these and offers insights about essential components and research possibilities needed for improving the quality and outcomes of university–school clinical partnerships for teacher education.

Notes

All schools mentioned in this article have been assigned pseudonyms.

Additional information

Notes on contributors

Melissa Evans-Andris

Melissa Evans-Andris, Ph.D., is the Associate Dean for Research and Graduate Studies with the College of Education and Human Development at the University of Louisville. She is a sociologist of education and has published numerous articles and two books on topics including school improvement, school reform, and educator preparation.

Diane W. Kyle

Diane W. Kyle, Ed.D., is the co-editor of this special issue. She serves as the Director of the Nystrand Center of Excellence in Education and as Chairperson and Professor in the Department of Early Childhood and Elementary Education in the College of Education and Human Development at the University of Louisville. In addition to other published articles and books, she has co-edited two previous theme issues of the Peabody Journal of Education, one on Action Research and one on Professional Development Schools.

Ann E. Larson

Ann E. Larson, Ph.D., is the co-editor of this special issue. She is currently the Dean of the College of Education and Human Development at the University of Louisville. She has served in several significant leadership roles in the field of education and teacher preparation including her role as the immediate past president of KACTE. She is a Professor in the Department of Middle and Secondary Education.

Harrie Buecker

Harrie Buecker, Ph.D., is liaison for District and School Partnerships, Director of Educator Development and Clinical Practice in the Nystrand Center of Excellence in Education at the University of Louisville. She works with leadership in local school districts on professional development for teachers and administrators and leads the work at the College of Education and Human Development's clinical model sites.

W. Blake Haselton

W. Blake Haselton, Ph.D., is a former acting Dean of the College of Education and Human Development at the University of Louisville. He is currently a faculty member in the Department of Leadership, Foundations and Human Resource Education and serves as superintendent in residence. He has received numerous national and state awards for his P-12 educational administrative leadership in education and his work and contributions in higher education.

Penny Howell

Penny B. Howell, Ed.D., is an Associate Professor in the Department of Middle and Secondary Education at the University of Louisville. She has received numerous teaching awards and has produced and contributed to several publications on the topic of teacher preparation and middle grades education. 

Caroline Sheffield

Caroline Sheffield, Ph.D., is an Assistant Professor in the Middle Secondary Education Department at the University of Louisville. She specializes in social studies education and the uses and applications of new technologies in teaching and learning and has produced and contributed to journal articles on the topic of teaching social studies.

Christine Sherretz

Christine Sherretz, Ed.D., is an Instructional Systems Specialist for the Department of Defense Schools in the Kentucky District. She has over 20 years of teaching experience in P-12 settings and higher education.

Ingrid Weiland

Ingrid Weiland, Ph.D., is a former Assistant Professor in the College of Education and Human Development at the University of Louisville. Her professional focus is on the effective teaching of elementary science.