The Clinical Curriculum The Foundation for a Clinically Based Model of Teacher Education Southeast Ohio Teacher Development Collaborative PRESENTERS Southeast Ohio Teacher Development Collaborative John E. Henning Ohio University Dottie Erb Marietta College Halle S. Randles Muskingum University Nanetta Fults University of Rio Grande Kathy Webb Shawnee State University Direction of Teacher Education Global trend towards more extensive clinical experiences NCATE Blue Ribbon Panel Report, 2010 Current Programs More rigorous candidate selection Strengthened partnerships Rigorous accountability Revamped curriculum Key Questions What distinguishes clinically based teacher education from our current programs? How can we implement the necessary changes to move to clinically based teacher education? Purpose of this Presentation The purpose of this presentation is to describe a collaborative effort among five teacher preparation programs to create a clinical curriculum, a conceptual tool designed to put clinical experiences at the center of their teacher education programs. Theoretical Framework Course based, field applied versus clinically based, course supported Korthagen – gestalts, schemas, theories Cochran-Smith & Lytle (1999) – knowledge-in- practice, knowledge-of-practice, and knowledge-forpracitce Process In this presentation, the authors will explicate the process used for the development of a clinical curriculum, describe the resulting product and its elements, and show how a clinical curriculum can be used as an catalyzing agent for designing and implementing a clinically based teacher preparation program. Clinical Curriculum The clinical curriculum describes a developmental sequence of clinical experiences that move from simpler to more complex teaching skills, from working with fewer to larger numbers of students, and from requiring less to more planning and decision-making. Getting Started Shared institutional documents Language and organization specific to institution Widely varying course titles Field experiences associated with courses. Design Principles Concise and Simple Practitioner Language Standards based Organized in a Developmental Sequence (aligned with Ohio Continuum of Teacher Development) Redesigning Teacher Education 1. Clinical Curriculum is center of the program 2. Design should address all three domains of teacher knowledge 3. Should address NCATE’s 10 design principles Knowledge-in-Practice 1. Strategic Partnerships are imperative for powerful clinical preparation (DP #10). 2. Specific sites are designated and funded to support clinical preparation (DP #7). 3. Clinical preparation is dynamically integrated throughout Teacher Education (DP #2) 4. Candidate progress and program elements are continuously judged on the basis of data (DP #3). 5. Student learning is the focus (DP #1). Knowledge-of-Practice 6. Clinical Educators are rigorously selected, prepared, and drawn from both higher education and P12 (DP #6). 7. Candidates learn in an interactive professional community ( DP #5). Knowledge-for-Practice 8. Programs prepare teachers who are expert in content and how to teach it, and who are also innovators, collaborators, and problem solvers (DP #4). 9. A powerful R&D agenda and systematic gathering and use of data supports continuous improvements (DP #9). 10. Technology applications foster high impact preparation (DP 8). Conclusion Clinical curriculum should be the center of the program. Better practice-theory connections. Empirical support needed Excited by the possibilities of this conceptual tool in a new paradigm of clinically based teacher education.