Given the increasing diversity of the United States and students
entering schools, the value of teacher learning in clinical
contexts, and the need to elevate the profession, national
organizations have been calling for a re-envisioning of teacher
preparation that turns teacher education upside down. This change
will require PK-12 schools and universities to partner in robust
ways to create strong professional learning experiences for
aspiring teachers. University faculty, in particular, will not only
need to work in schools, but they will need to work with schools in
the preparation of future teachers. This collaboration should
promote greater equity and justice for our nation's students. The
purpose of this book is to support individuals in designing
clinically based teacher preparation programs that place equity at
the core. Drawing from the literature as well as our experiences in
designing and coordinating award-winning teacher education
programs, we offer a vision for equity-centered, clinically based
preparation that promotes powerful teacher professional learning
and develops high-quality, equity-centered teachers for schools.
The chapter topics include policy guidelines, partnerships,
intentional clinical experiences, coherence, curriculum and
coursework, university-based teacher educators, school-based
teacher educators, teacher candidate supervision and evaluation,
the role of research, and instructional leadership in teacher
preparation. While the concepts we share are research-based and
grounded in the empirical literature, our primary intention is for
this book to be of practical use. We hope that by the time you
finish reading, you will feel inspired and equipped to make change
within your own program, your institution, and your local context.
We begin each chapter with a "Before You Read" section that
includes introductory activities or self-assessment questions to
prompt reflection about the current state of your teacher
preparation program. We also weave examples, a "Spotlight from
Practice," in the form of vignettes designed to spark your thinking
for program improvement. Finally, we conclude each chapter with a
section called "Exercises for Action," which are questions or
activities to help you (re)imagine and move toward action in the
(re)design of your teacher preparation program. We hope that you
will use the exercises by yourself, but perhaps more importantly,
with others to stimulate conversations about how you can build upon
what you are already doing well to make your program even better.
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