Advancing high-quality clinical experiences: supporting school–university partnerships through clinical education training
Raven Robinson-Wilson, Wendy BakerPurpose
This manuscript addresses the need to support high-quality clinical experiences by preparing mentor teachers to host teacher candidates. We present an approach to clinical education training (CET) that develops mentor teacher capacity by providing practical skills to inform their engagement with teacher candidates.
Design/methodology/approach
We present a practice-based CET model developed through multiple school–university partnerships with local and surrounding school districts. The model aligns with state CET requirements while incorporating needs identified by schools and our expertise as teacher educators. CET sessions are delivered through varied modalities and use research-based literature, authentic materials, collaborative activities and active role play to provide mentor teachers with opportunities to learn, practice and apply mentoring skills.
Findings
Readers will learn how the CET model translates required training into interactive professional learning focused on four mentor skills: growth mindset, content planning conferences, observing and diagnosing, and targeted feedback. The sessions engage mentor teachers with authentic teacher candidate materials (lesson plans, graphic organizers and data collection tools) while incorporating guided practice and role play. These experiences provide mentor teachers with concrete strategies for applying each skill within clinical settings and responding to the developmental needs of teacher candidates.
Originality/value
The manuscript presents a distinctive CET model that moves beyond a compliance-oriented approach to integrate state requirements with contextually relevant professional learning. The model is shaped through sustained school–university partnerships, allowing CET content and delivery while maintaining a consistent design to develop mentor teacher capacity and clinical experiences.