1. Designing and Implementing Clinically Based Teacher Preparation Programs
Nancy Burstein
Sue Sears
California State University, Northridge
Anne Wilcoxen
Evaluation Consultant
Presented at the NCEI Conference in Washington DC, April 2011

2. Agenda Teacher Preparation and Clinical Practice Conventional Programs
Residency Programs
The CSUN Residency Program
What Have We Learned???

3. Transforming Teacher Education through Clinical Practice
Report of the Blue Ribbon Panel on Clinical Preparation and Partnerships for Improved Student Learning (NCATE, Nov. 2010)

4. Turning the Education of Teachers “Upside Down”
From: Program emphasis on academic preparation and course work loosely linked to school-based experiences.
To: Programs grounded in clinical practice and interwoven with academic content and professional courses.
Clinical practice rated highly across teacher preparation programs – cited as where they learn the most.

5. From Conventional Models of Teacher Preparation
Courses
Emphasis on Theory and Pedagogy
Seminar
Emphasis on Linking Theory and Practice
Clinical Practice
Emphasis on Classroom Experience
Conventional models typically have 3 components – we do at CSUN.

6. Moving Toward Clinical Models of Teacher Preparation
Clinical Practice
Emphasis on Multiple Ongoing Supervised Clinical Experiences Throughout Program
Courses
Emphasis on Weaving Coursework Into Clinical Practice
Seminar
Emphasis on Improving P-12 Student Learning

7. Principles of Clinically Based Teacher Preparation
Strategic partnerships are imperative for powerful clinical preparation.
Specific sites are designated and funded to support embedded clinical preparation with clinical educators and mentors rigorously selected and prepared.
Clinical preparation is integrated throughout every facet of teacher education.
A candidate’s progress and the elements of a preparation program are continuously judged on the basis of data with student learning as the focus.

8. Moving from Conventional CSUN Models of Teacher Preparation
Traditional
Intern
CSUN we have a traditional and alternative program. Traditional is part time or full time with flexible scheduling.
Intern program is on-the-job 2-year part time program.

9. CSUN Traditional Teacher Preparation Program
Principles
Courses
Clinical Experience
Seminar
Strategic Partnerships
Contract with districts for placement
Mentors rigorously selected and prepared
Placement based on recommendation with minimal training
Clinical preparation integrated throughout program
Courses require field-based assignments with minimal district collaboration
Supervised early fieldwork and student teaching assignments
Meets with instructor to discuss classroom experiences
Emphasis on improving student learning
Emphasis on teacher competency
Teacher evaluation activities
Strength is placements and supervision with experienced teachers. Meets needs of those who are working.

10. CSUN Intern Teacher Preparation Program
Principles
Courses
Clinical Experience
Seminar
Strategic Partnerships
Interns employed by district
Mentors rigorously selected and prepared
Placed in own classroom with support provider
Clinical preparation integrated throughout program
Courses require field-based assignments with minimal district collaboration
Guidance from support provider and supervisor throughout the program
Cohort meets with university supervisor addressing the needs of on-the-job teachers
Emphasis on improving student learning
Emphasis on teacher competency in own classroom
Own classroom – no control over placement, often hard to staff positions
Support provider not equivalent to mentor teacher However, strength is they are cohorted and receive on-the-job support throughout the program.
Evaluation indicates that the seminar and support in clinical experience rating highly.

11. Moving Toward CSUN Clinical Models of Teacher Preparation
Residency Programs

12. Principles of Residency Programs
Strong partnerships
Cohort experience
Apprenticeship with trained mentors
Professional development aligning educational theory and clinical practice.
Student achievement data monitored for program improvement
Supported induction

13. CSUN Residency Program
5-year Teacher Quality Partnership grant focusing on preparation of special educators
College of Education in partnership with the College of Humanities and LAUSD
Residents receive $30,000 to support full time participation
18 month combined credential/MA
One-year residency followed by 2 year induction in high need schools
Focus on improving K-12 ELA outcomes

14. Clinically Based Programs
Principles of Clinically Based and Residency Teacher Preparation Programs
Clinically Based Programs
Residency Programs
Strategic Partnerships
Strong partnerships among colleges of education, school districts and communities
Progression through the program as part of a cohort
Mentors rigorously selected and prepared
Apprenticeship alongside experienced and trained mentors
Clinical preparation integrated throughout program
High quality professional development with emphasis on tightly aligning educational theory and clinical practice.
Emphasis on improving student learning
Student achievement data collected and monitored for continuous program improvement
Effective supported induction

15. Strategic Partnerships
Structures to Facilitate Partnership
High-Level Administrator meetings across institutions
Management Team
Cross-institutional position: Full time LAUSD liaison
Language and Literacy Workgroup
Designated LAUSD site for project activities

16. Mentor Selection and Preparation
Rigorous selection process
Interviews with school site administrators
Mentor interview and classroom observation
Professional development
Program orientation
Mentoring skills
Language and literacy

17. Integration of Clinical Preparation Seminar
Structured observations with cohort of exemplary practices
Site based teams engaged in action research
Teaching evaluations
Teacher performance assessment

18. Integration of Clinical Preparation Courses
Simulation activities performed in classes
Tutoring in on-campus literacy laboratory
Video demonstrations of teaching practices
Course assignments applied in classroom settings with mentor collaboration
Align course content with district initiatives
Mentors explicitly model pedagogy taught in coursework

19. Emphasis on Improving Student Learning
Valid and reliable measures of teacher effectiveness
CSUN Student Teaching Evaluations
Performance assessment
LAUSD adaptation of Danielson Framework for Teaching
Valid and reliable measures of student outcomes
California Standards ELA Test
ELA Progress monitoring assessments

20. What Have We Learned???
Partnerships – must be mutually beneficial and impact all aspects of program development and implementation
Mentors – increase limited pool of qualified mentors through professional development
Integration – closely aligned coursework and fieldwork through collaborative efforts of faculty and mentors
Evaluation – critical in informing practice but need to develop reliable and valid measures of teacher effectiveness