Teaching, learning, and leading with schools and communities: one urban university re-envisions teacher preparation for the next generation

By fundamentally changing our model of teacher preparation to prioritize clinical practice through partnerships with schools and communities, as suggested by leading organizations of teacher education (American Association of Colleges of Teacher Education, [AACTE], 2010; the National Council for Accreditation of Teacher Education [NCATE], 2010), we are taking a step in the right direction to improve teaching and learning. With our deep commitment to this cornerstone, we continue to develop and expand relationships with schools and community organizations.\n 1989; Rogoff, 1994), our PLCs bring together individuals at different developmental stages of their teacher education program, and more experienced and advanced members apprentice newcomers by sharing experiences of success and failure with them and offering advice and support to novice candidates within the community (Lave & Wenger, 1991).