From Placements to Partnerships: The State of Clinical Practice and Preparation

ABSTRACT

The purpose of this study is to examine the scope and sequence of clinical experiences in educator-preparation programs in New Hampshire within the context of a conceptual framework for clinical practice and partnership. A statewide survey was conducted to examine existing clinical practices and to improve understanding of the nature and strength of partnerships between educator preparation programs (EPPs) and P–12 schools. Participants included EPP faculty from eight institutions of higher education (IHE). Results from this study indicate that EPPs are shifting from a placement approach for clinical experiences to a partnership approach. We also identify the scope and sequence of clinical experiences within EPPs and offer initial insights into the current state of EPP and P–12 school partnerships including strengths, challenges, and opportunities.

Additional information

Notes on contributors

Laura M. Wasielewski

Laura M. Wasielewski is an Associate Professor and the Director of Teacher Education Programs in the Department of Education at Saint Anselm College. Her scholarly interests include clinical practice and partnerships in educator preparation, postsecondary education for students with disabilities, and postsecondary inclusion and resources for individuals with disabilities. She has over 25 years of experience in education ranging from K–12 special education to higher education teaching, research, and administration. Dr. Wasielewski is engaged in statewide initiatives including serving as a member of the New Hampshire Department of Education Council for Teacher Education (CTE); a member of the New Hampshire Educator Effectiveness for Student Success (NHESS) State Leadership Team; and a member of the New Hampshire Commission to Study Teacher Preparation and Education Programs.

Megan L. Birch

Megan L. Birch is a Professor of English at Plymouth State University. An educator for over 20 years, she began her career as Teacher at Bladensburg High School in Prince George’s County, Maryland. Dr. Birch believes in the democratic promise of public education, of which school-university partnerships play a role. Her scholarly interests include curriculum studies, teacher education, and secondary English-language arts. Currently, she is the President of the New Hampshire IHE Network and the In-Service Coordinator for the National Writing Project in New Hampshire.

Stephen Bigaj

Stephen Bigaj is a Professor of Education, Coordinator of Graduate Studies in Education, and member of the Educator Preparation Leadership Team at Keene State College. He has worked in a range of teaching and administrative positions in special education, general education, and higher education settings. His research and teaching interests include career development and transition issues for youth with disabilities, transformational leadership, school partnerships, and inclusive teaching practices. Currently, he is a member of the New Hampshire Department of Education Council for Teacher Education (CTE) and the New Hampshire Educator Effectiveness for Student Success State Leadership Team (NHEES).

Vincent Connelly

Vincent Connelly is an Associate Professor of Special Education in the Department of Education at the University of New Hampshire. He has worked as a special educator in both urban public and private settings. Since 2003, he has published in the areas of teacher preparation, public policy in teacher preparation in special education, and pedagogical methods for students with learning difficulties. Vincent is interested in continuing to explore the potential of enhanced school-university partnerships to help produce and sustain qualified and skilled educators for every child.