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Patton College of Education Clinical Model

Traditional Teacher Preparation vs.
Reimagined Clinical Model of Preparation

What’s different about the Clinical Model?

 

Former education model   Current educational model
Course-Based Teacher Preparation (Candidate and college focused)   Clinically-Based Teacher Preparation (P-12 learner, school, and community focused)
  • Teacher training is the priority (candidate)
  • Student teacher
  • Student teacher teaches alone
  • Fragmented field experiences (partial-year)
  • Course-based Focus on applying theory to practice
  • Little support for teacher mentoring
  • Cooperating teacher

 

  • P-12 learning is the priority
  • Professional intern
  • Co-teaching to improve student learning
  • Sustained clinical experiences (year-long)
  • Practice-based
  • Focus on deriving theory from practice
  • Significant support for teacher mentoring
  • Mentor teacher

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  • Benign neglect of advocacy and social justice
  • Passive antagonism between colleges and schools
  • Disengaged placement of candidates
  • Legislative bodies and corporations lead
  • Miscommunication and disconnects
  • Self-interest or self-preservation
  • Low confidence / Limited impact
  • College classroom-based outcomes

 

  • Advocacy and social justice
  • Collegial collaboration
  • Outreach and engagement
  • Teachers and educators lead
  • Communications and connections
  • Common good or public good
  • High confidence / High impact
  • School performance-based outcomes