Table+Discussions+about+Clinical+Models

=Participant Thoughts=

Select a facilitator from among your members. Each table group will be asked to share 2 or 3 salient points that emerged from your discussion with the whole group. Facilitators are asked to lead the discussion and summarize the group’s main conclusions at the end.

=Table Discussion Prompts=

A definition of support....what types of support are most critical when there are many types of support. Also the definition of clinical experience--there is not clear definition or expectations of clinical experience. A candidate may not be in the best position to navigate the cognitive dissonance that exists between the K-12 schools, the master teacher, the coursework. At many places, supervisors are paid a lot less than faculty who teach the courses...so having the faculty member serve as the supervisor could be a fiscal problem. PDS model was in place 40 years ago. Same ideas keep coming around. Why did we stop doing that? Coordinator- hired by both district and university shared pay. "Silent" partner- CCTE the candidate's context--not all are able to do a full time student teaching based model. The grant for the urban teacher model allows some candidates who cannot work in a full time program, it is also important to consider the context of the local district. Since this is a partnership--the needs of the approved program, the K-12 school, and the candidate all need to be considered.
 * //In thinking about what you have just heard from panelists and speakers, what stands out as the most striking or surprising thoughts (ideas) on clinical practice that emerged?//**
 * //Are there qualitative differences that emerged for you among the models? How do they resonate with your local context? What model seems most authentic to the intents of NCATE's report?//**

We saw promise in the residency model as many teachers students are focused on jobs to make ends meet and this model seems better suited to allow them to immerse themselves in their new profession.
 * //Do you see strong indicators of success in a particular model? How would it fit in your local context?//**

True and equal collaboration, sites that will provide positive opportunities for candidates to learn; master teachers who are capable, collaborative, & willing to learn; inquiry- based assignments done at school sites; adequate funding; true commitment among stakeholders.
 * //What are the critical factors for success in a clinically based – field based – teacher education model?//**


 * //What cautions emerge from either the models themselves, or from context, both institutional and community? What current policies could affect this work?//**


 * //How does our understanding of teacher education as we now know and practice it affect our ability to//**
 * //implement a true clinical program grounded in an equal partnership with schools?//**