Collaborative Models for Clinical Practice

Dr. Philip E. Bernhardt is currently a Professor of Secondary Education and Associate Director of the Honors Program at the Metropolitan State University of Denver. Dr. Thomas R. Conway is currently Chairperson of Teacher Education and Assistant Director of the Honors Program at Cabrini University in Radnor, PA. Dr. Greer M. Richardson is currently the Director of Graduate Programs and Associate Professor of Education at La Salle University in Philadelphia, PA.

• ForewordAcknowledgementsIntroductionValuing the Expertise of School-Based Teacher Educators in School-University Partnerships: Creating a Sustainable Model of Mentor Teacher Preparation The Teacher Educators and Mentors (TEAM) Model: A Full-Year Clinical Residency Program A Model for Success: A Modified Yearlong Clinical Internship Building Relationships and Resilience in a Teacher Residency Program: Strategies for Successful Clinical ExperiencesEmpowering All Voices: Meaningful Mentoring Designed for a University-School PartnershipMentoring the Mentors: Developing Culturally Efficacious Educators within a Residency ModelThe Identification, Selection and Evaluation of Mentor Teachers within a Professional Development School SettingPartners in Learning: Building Mentoring Partnerships through a Shared Learning ExperienceRealizing Inspiring and Successful Educators (RISE): A University-School District Partnership to Support Latinx Teacher CandidatesSearching for Partnerships to Transform Clinical Practice Experiences: A Case StudyAbout the Editors

During the last decade a number of highly influential commissions and individual scholars have recommended a turn towards clinical practices as the cornerstone for improving the quality of teacher preparation. Given this renewed emphasis on the critical importance of clinical experiences, this text is a welcome addition to the field. The authors cover a wide range of interesting topics that address in both theoretical and practical terms the importance of preparing mentors and supervisors for the pivotal role of classroom-based teacher educator.