Last week, the AACTE Clinical Practice Commission met with members of the former CAEP State Alliance for Clinical Preparation and Partnerships for a summit that began merging the outcomes from the alliance’s work into the ongoing efforts of the commission. Summit participants from the alliance were invited to join the commission, which is now in Round 2 of its quest to better define clinical practice and related best practices for the field.
The synergy in the room when these two groups got together was palpable. They began as if they had been working together forever. Each group has been studying clinical practice with an eye to advancing the recommendations of the 2010 NCATE Blue Ribbon Panel report, but tackling the work from different angles. The alliance’s findings, produced by state-based teams through work cycles grounded in improvement science, provide a valuable complement to the commission’s national effort. (CAEP, the Council for the Accreditation of Educator Preparation, allowed the alliance to sunset this spring.)
When considering the trends in college degree attainment among students of color, there appears to be a tale of two genders, and something must be done about it. In April, I was part of a group of educators from across the country that convened in New Jersey at William Paterson University’s College of Education to consider the issue. The attendees have been working together over the past 2 years as members of AACTE’s Black and Hispanic/Latino Male Initiative Networked Improved Community (NIC), drawing upon the collective expertise of the member institutions to increase representation of Black and Hispanic/Latino males in the teacher workforce.
A new set of brief videos in AACTE’s Research-to-Practice Spotlight Series focuses on operationalizing clinical practice through the award-winning partnerships of Ohio University’s Patton College of Education (see this article introducing the series, this overview of the first three videos, and this summary of the next four videos). Today’s article highlights messages from the next three segments, which feature faculty and administrators from the partner schools as well as Patton College students.
A new set of brief videos in AACTE’s Research-to-Practice Spotlight Series focuses on operationalizing clinical practice through the award-winning partnerships of Ohio University’s Patton College of Education (see this article introducing the series and this overview of the first three videos). Today’s article highlights messages from the next four segments, which feature students and leaders from the college as well as from its partner schools.
The Patton College of Education at Ohio University and its partner schools nurture future teachers with extensive and hands-on experience in classrooms. Teacher candidates play an active role from early in their college years, actively participating and working closely with veteran educators to develop their own proficiency.
A new set of brief videos in AACTE’s Research-to-Practice Spotlight Series focuses on operationalizing clinical practice through the award-winning partnerships of Ohio University’s Patton College of Education (see this article introducing the series). Today’s article highlights messages from the first three videos, which feature leaders from the college as well as students, teachers, and administrators from several of its partner schools.
The Patton College of Education at Ohio University is building bridges for greater teaching and learning in a model that is a boon to PK-12 students, faculty, and teacher candidates. Its professional development school (PDS) partnerships employ a clinical model of education to provide hands-on experience for future educators while supporting their mentors and demonstrating educational benefit for the students as well.
The AACTE Clinical Practice Commission (CPC) was launched in June 2015 with the goals of establishing a shared lexicon, identifying model protocols and best practices, and developing actionable recommendations for the field to define and align high-quality clinical practice in teacher preparation. The commission’s work is projected to extend through December 2016, but the 68th AACTE Annual Meeting held in February provided an opportunity to share the group’s work to date and gather feedback from the field.
During the conference, members of the CPC presented their vision for clinical practice, built upon a foundation of strong PK-24 partnerships and centered on transforming educator preparation by unifying the profession. Several commissioners provided insight into the CPC’s work as presenters during the preconference event “Preparing Tomorrow’s Leaders Through School-University Partnerships,” sponsored by the Wallace Foundation, and as featured panelists in the major forum “Clinical Practice in Educator Preparation.”
Three members of the CPC, Kristien Zenkov and Audra Parker from George Mason University (VA) and Rene Roselle from the University of Connecticut, spoke at the preconference event. Their presentation summarized the commission’s progress toward developing a white paper and a shared lexicon to connect the essential elements of clinical partnerships. They also discussed the common structures of clinical preparation and the implications that clinical teacher preparation has for advancing clinical practice in principal preparation.
It is my pleasure to introduce the Patton College of Education at Ohio University as the next institution to be featured in AACTE’s Research-to-Practice Spotlight Series. Continuing our focus on effective models of clinical practice, this series highlights the award-winning work of Ohio University’s Patton College and its network of PK-12 partner schools to continuously improve their preparation of teachers in an active interchange of theory and practice.
Over the next few weeks, we’ll be posting videos and blog articles to share what AACTE staff learned during our recent visit to picturesque Athens, Ohio, where we met with a broad selection of program leaders and participants. It was clear that the clinical practice model resonates with candidates, mentor teachers, PK-12 administrators, and those on the campus because those involved can see the benefits and have a clear understanding of the processes supporting them. The tone of this partnership is one of infinite possibility as all members of the community find themselves involved.
To help introduce this series, I invited Patton College Dean Renée Middleton to reflect on the program’s success and development. Here’s what she had to say:
In fall 2014, AACTE formed a networked improvement community (NIC) aimed at increasing the number of Black and Latino male teacher candidates in teacher preparation programs. Our College of Education at William Paterson University was among the 10 member colleges selected to participate. As we’ve worked in this collaborative group toward the goal of boosting enrollment of men of color by 25% across our programs, we’ve enjoyed a local impact that reaches well beyond the anticipated range.
The NIC employs the Carnegie Foundation for the Advancement of Teaching’s “improvement science” methodology to help participants examine our current practices and create new ones that will support the recruitment and retention of more diverse teacher candidates in our programs, and ultimately, their entrance into the teaching workforce.
Holmes Scholar Whitney Watkins shares a student’s perspective during a major forum at the AACTE 68th Annual Meeting
Over the past few years, AACTE has been leading efforts to advance teacher diversity in the education workforce through the establishment of the AACTE Black and Hispanic/Latino Male Teachers Initiative Networked Improvement Community (NIC) and the expansion of the AACTE Holmes Program. Both initiatives are dedicated to increasing the recruitment and retention of educators from historically underrepresented groups into the education profession. The NIC’s work is identifying and testing strategies to increase the recruitment and retention of Black, Hispanic, and Latino males in the teaching workforce, and the Holmes Program supports aspiring educators at various points in their education careers to enter teaching, administration, policy, and the professoriate.
If you have been inspired by the previous Research-to-Practice Spotlight videos featuring the robust partnership between Colorado State University (CSU) and the Poudre School District (PSD) in Fort Collins, don’t miss the final mini-installment in the series, in which various teachers at Fort Collins High School share their passion for teaching. Below, Christine DeGregory reflects on what she witnessed during her visit with the partners last spring.
I’m a firm believer in the power of clinical practice—particularly clinical practice supported by a professional development school model. I had heard many wonderful things about the special partnership that Colorado State University (CSU) had nurtured with the Poudre School District (PSD), but having the opportunity to talk to partnership members and see their work in action reaffirmed to me that some common approaches to clinical practice can be successfully reimagined.