Clinical Experiences in Middle and High Schools: Results Of A One-Year Implementation of the Co-Teach Model

The impetus for this study occurred when the principal of a secondary Professional Development School (PDS) questioned the traditional teacher education model utilized by the university partner. This principal asked the university to consider a model that better utilized both the teacher candidate and supervising teacher collaboratively to promote the growth of effective new teachers, ongoing professional development of supervising teachers, and improved student achievement. This research examines the self-reported benefits and challenges of a one-year implementation of the co-teach model for teacher education in both a large suburban middle and high school within the same school district from the perspectives of both grades 7-12 supervising teachers and teacher candidates. The findings reveal the strong desire to continue the model in support of the primary benefits of student learning and teacher preparation. NAPDS Essentials addressed: 2. A school-university culture committed to the preparation of future educators that embraces their active engagement in the school community; 3. Ongoing and reciprocal professional development for all participants guided by need; 4. A shared commitment to innovative and reflective practice by all participants; 5. Engagement in and public sharing of the results of deliberate investigations of practice by respective participants; 6. An articulation agreement developed by the respective participants delineating the roles and responsibilities of all involved; 7. A structure that allows all participants a forum for ongoing governance, reflection, and collaboration; and 8. Work by college/university faculty and P-12 faculty in formal roles across institutional setting