Clinically based teacher education in action : cases from professional development schools / Edited by Eva Garin, Bowie State University, Rebecca West Burns, University of South Florida.

Includes bibliographical references.

Cover -- Series page -- Clinically Based Teacher Education in Action -- Library of Congress Cataloging-in-Publication Data -- Contents -- Series Foreword -- Foreword -- Introduction -- Acknowledgments -- CHAPTER 1: Integrating the Nine Essentials -- CHAPTER 2: Establishing a Comprehensive Mission (NAPDS Essential 1) -- CHAPTER 3: Actively Engaging Preservice Teachers (NAPDS Essential 2) -- CHAPTER 4: Providing Ongoing and Reciprocal Professional Development (NAPDS Essential 3) -- CHAPTER 5: Demonstrating a Shared Commitment to Innovative and Reflective Practice (NAPDS Essential 4)

CHAPTER 6: Conducting Deliberate Investigations of Practice (NAPDS Essential 5) -- CHAPTER 7: Developing Articulated Agreements (NAPDS Essential 6) -- CHAPTER 8: Building Structures for Governance, Reflection, and Collaboration (NAPDS Essential 7) -- CHAPTER 9: Designing Boundary Spanning Roles (NAPDS Essential 8) -- CHAPTER 10: Creating Dedicated and Shared Resources and Structures for Recognition (NAPDS Essential 9) -- CHAPTER 11: Committing to Equity and Social Justice -- CHAPTER 12: Looking Across the Chapters -- Appendices -- References -- About the Editors -- About the Contributors

"Teacher education in the United States is changing to meet new policy demands for centering clinical practice and developing robust school-university partnerships to better prepare high-quality teachers for tomorrow's schools. Professional development schools (PDSs) have recently been cited in national reports as exemplars of high-quality school-university partnerships in the clinical preparation of teachers. According to the National Association for Professional Development Schools, PDSs have Nine Essentials that distinguish them from other school-university collaborations. But even with that guidance, working across the boundaries of schools and universities remains messy, complex, and, quite frankly, hard. That's why, perhaps, there is such diversity in school-university partnerships. For the last thirty years, educators have been fascinated yet puzzled with how to build PDSs. Clinically-Based Teacher Education in Action: Cases from PDSs addresses that perplexity by providing images of the possible in school-university collaboration. Each chapter closely examines one of the NAPDS Nine Essentials and then provides three cases from PDSs that target that particular essential. In this way, readers can see how different PDSs from across the globe are innovating to actualize that essential in PDS development. The editors provide commentary, addressing themes across the three cases. Each chapter ends with questions to start collaborative conversations and a field-based activity meant to propel your PDS work forward"-- Provided by publisher.

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