Engaged 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. Bernhardt has spent two decades working in public schools, including eight years as a secondary social studies teacher. He frequently presents on topics that include barriers to higher education, co-teaching, academic tracking, teacher professional development, curriculum design and assessment, and teacher preparation, induction, and mentoring.Dr. Thomas R. Conway is currently Chairperson of Teacher Education and Assistant Director of the Honors Program at Cabrini University in Radnor, PA. Dr. Conway spent 19 years teaching and administrating at the high school level before moving full-time to higher education. Dr. Conway regularly presents on mentoring, coaching, topics in secondary education and early childhood at state, national, and international conferences.Dr. Greer M. Richardson is currently the Director of Graduate Programs and Associate Professor of Education at La Salle University in Philadelphia, PA. Dr. Richardson is also the Associate Director of the Philadelphia Regional Noyce Partnership, a collaborative of regional higher education institutions dedicated to supporting the STEM teacher pipeline. Dr. Richardson has presented extensively on teacher mentoring, new teacher induction, instructional coaching and collaborative partnerships at state, national and international conferences.

• ForewordAcknowledgementsIntroductionSupporting the Development of Specialized Content Knowledge for Teaching Music, Physical Education, and Other “Specials” Improving Educator Preparation Using Asynchronous, Online Professional Development A Model of Collaboration: Mentor Teachers, Teacher Candidates, and University-Based Teacher EducatorsEnhancing Mentor Teachers’ Experience, Effectiveness, and Engagement Through Professional Development and University CommunicationMentor Study Groups as Sites for Mentor Teacher LearningCultivating Clinical Coaching through Collaboration Using an Online Platform to Prepare Mentor Teachers as Clinical CoachesPractice-Based Coaching to Impact Early Childhood Teacher Candidate Uptake of Evidence-Based Practice in Clinical InternshipOnly the Best: Ensuring High-Quality Mentors for Teacher CandidatesDeveloping Teacher Candidates for the 21st Century: Engaging the VillageAbout the Editors

Clinical practice is a critical part of quality educator preparation work. This text provides real examples of successful models and collaborations supported by years of research and theory. Building strong clinical partnerships with P-12 schools takes collaborative effort from all members of local education communities. The chapters describe a variety of ways to make these partnerships and practices a reality. Mentor teachers work with candidates at a crucial time in their development, and their work at the center of quality clinical preparation. Quality collaborations and partnerships bring attention to the critical work mentor teachers provide to candidates. The text demonstrates care and attention to all the aspects of clinical practice as part of quality preparation programs ensures quality teachers have the skills to support the next generation of students.