Full Description
Both higher education and P-12 faculty play a critical role in the preparation of new teachers, yet they have traditionally operated in silos. This book, designed to be read and applied immediately, will help teacher preparation programs and schools work together to best prepare preservice teachers. This is accomplished by clearly describing the roles and responsibilities of both stakeholders, specifically with a focus on the preparation of the mentor teacher. The author outlines ways for schools and teacher preparation programs to collaboratively choose, train, and support mentor teachers, along with suggestions for connecting P-12 and higher education faculty more regularly. Driskill provides a replicable blueprint that has been put into practice and found to be effective. School districts and teacher preparation programs can use the blueprint to reform clinical practice, which ultimately puts more highly qualified teachers in more classrooms.
Book Features:
Offers a proven-effective method for preparing and supporting mentor teachers in clinical practice.
Focuses on what exactly clinical practice entails, including the roles and responsibilities of teacher prep programs and P-12 schools.
Explores how mentor teachers are currently identified versus how they should be identified.
Outlines topics and strategies for initial training and ongoing support for mentor teachers.
Contains specific steps both school districts and teacher preparation programs can take to form successful partnerships.
Contents
ContentsForeword Mark LaCelle-Peterson xi
Introduction 1
But I Already Do This 4
How to Use This Book 51. The Clinical Practice Partnership 9
Chapter Outcomes 9
Defining Clinical Practice 9
The Value of Clinical Practice 13
Shared Lexicon 14
Accreditation Standards and Clinical Practice 16
Summary 17
The Blueprint 182. Responsibilities of Teacher Preparation Programs 19
Chapter Outcomes 19
Assumptions 20
Teaching Theory and Pedagogy 21
Scaffolding Clinical Experiences 23
Aligning Curriculum with Certification Requirements 26
Professional Dispositions 27
Summary 29
The Blueprint 293. Responsibilities of P-12 Faculty 31
Chapter Outcomes 31
Assumptions 31
Putting Theory into Practice 33
Scaffolding Clinical Experiences 35
Professional Dispositions 38
P-12 Administrators 40
Summary 40
The Blueprint 414. Identifying Clinical Educators 43
Chapter Outcomes 44
Current Processes for Identifying Mentor Teachers 44
Best Practices in Identifying Mentor Teachers 46
Incentivizing Mentoring 50
Summary 52
The Blueprint 525. Training Clinical Educators 55
Chapter Outcomes 55
Elements of Mentor Teacher Training 56
Impact on Mentor Teachers 60
P-12 Administrators 63
Brainstorming Local Needs 64
Summary 65
The Blueprint 656. Ongoing Support for Clinical Educators 69
Chapter Outcomes 70
Best Practices for Professional Development 70
System for Ongoing Mentor Teacher Support 71Summary 78
The Blueprint 787. Assessing Effectiveness and Continuous Improvement 81
Chapter Outcomes 82
Assessing Clinical Practice Effectiveness 82
Data Collection in the Partnership 86
Continuous Improvement 89
Summary 90
The Blueprint 918. Lessons from the Field 93
Lesson 1: Do Not Make Assumptions 93
Lesson 2: Honor Teachers' Time 94
Lesson 3: Pay Close Attention to Responsibilities 94
Lesson 4: Plan on "Real" Ways to Measure Effectiveness 95
Lesson 5: Stay Grounded in the Idea of a Shared Responsibility 95Appendix A. The Blueprint 97
Appendix B. Key Responsibilities 105
Appendix C. Sample Matrix of Scaffolded Clinical Experiences 107
Appendix D. Sample Mentor Teacher Selection Forms 109
Appendix E. Sample Survey for Mentor Teacher Preparedness 113
Appendix F. Sample Notecatcher for Data Analysis and Discussion 115
References 117
Index 119
About the Author 123
