1. The Potential of Partnerships A Strategy for Addressing Diverse Learner Needs

2. Institute for Educational Inquiry Founded in 1992 by John Goodlad
Leveraging the Potential
Simultaneous Renewal of Schools and Educator Preparation
Reflective Practice and Inquiry
Professional Development
Expand diversity in teaching and teacher preparation programs
Help educators engage with community members
Integrate the arts into elementary teacher preparation
Develop leadership skills
Increase public understanding of education
Institute for Educational Inquiry
Founded in 1992 by John Goodlad

5. Hitting the Sweet Spot P-12 Student Learning Teacher Candidates
Veteran Teachers
University Faculty
The Sweet Spot

6. Simultaneous Renewal: The Sweet Spot
P-12 Student Learning
Teacher Candidates
Veteran Teachers
University Faculty
The Sweet Spot
Design Principles1
Focus on concrete examples of P-12 student work.
Foster collaborative participation by pre-service teachers, veteran teachers and university faculty.
Offers the potential for learning outcomes of direct relevance to the core institutional mission and responsibilities for each partner.
1Bier, M., Horn, I., Campbell, S., Kazemi, E., Hintz, A., Kelley-Petersen, M., Stevens, R., Saxena, A., & Peck, C. (2012). Designs for Simultaneous Renewal in University-Public School Partnerships: Hitting the “Sweet Spot”. Teacher Education Quarterly, Summer 2012,

7. Collaborative Learning Opportunities
Case Illustrations1
Mathematics methods faculty and students paired with a first grade class to assess counting and computational skills followed by discussions with the classroom teacher
Secondary mathematics candidates and faculty made weekly visits to struggling high school classroom to observe new curriculum being delivered. Each candidate was paired with a struggling student to observe and facilitate learning.
Candidates recorded video clips of conceptual and procedural questions along with video clips from their placement. K-12 teachers, faculty, and peer candidates viewed and responded to the clips.
1Bier, M., Horn, I., Campbell, S., Kazemi, E., Hintz, A., Kelley-Petersen, M., Stevens, R., Saxena, A., & Peck, C. (2012). Designs for Simultaneous Renewal in University-Public School Partnerships: Hitting the “Sweet Spot”. Teacher Education Quarterly, Summer 2012,

8. Evaluating the Benefits
Context / Activity
Benefit to Teacher Candidates
Benefit to Veteran Teachers
Benefit to University Faculty and Programs
Embedded Educator Preparation Course in Partner K-12 School
Teaching Colloquia
Guest Teaching: K-12 Teacher for University Candidates; University Faculty for K-12 Learners

9. Ohio
Clinical
Alliance

10. Ohio Clinical Alliance
Clinically Rich Teacher Preparation2
Ohio Clinical Alliance Guiding Principles 2
Increasing P-12 student learning must guide all efforts to improve the clinical preparation of teacher candidates.
Improving clinical preparation requires all Ohio educators to work collaboratively as part of a single educational system dedicated to increasing P-12 student learning.
The collective effort of Ohio educators to improve clinical preparation should be informed by a systematic process for continuous improvement that is governed by research-based, best practices.
2Campbell, D., Flora, R., Henning, J., Kaye, K., Ozvat, L., Tully, D., Clinically rich teacher preparation: A collaborative commitment to P-12 student learning. White paper from Buckeye Association of School Administrators, Ohio Association of Elementary School Administrators, Ohio Association for Private Colleges of Teacher Education, Ohio Association of School Business Officials, Ohio Association of Secondary School Administrators, Ohio Education Association, Ohio Federation of Teachers, Ohio School Boards Association, State University Education Deans.

11. Ohio Clinical Alliance
Clinically Rich Teacher Preparation2
Candidate Roles and Responsibilities2
The guiding focus of all activity should be P-12 student learning.
Respect the role of the mentor teacher, and work to develop a relationship marked by mutual trust and respect.
Respect every P-12 students’ ability and right to learn at all times.
Exhibit the highest level of professionalism in all aspects of their teaching.
Continuously evaluate and reflect upon their own performance and use this process to effect appropriate changes and improvements in their teaching and professional activities.
Hold personal information regarding their students in strict confidence with their mentor teacher.
2Campbell, D., Flora, R., Henning, J., Kaye, K., Ozvat, L., Tully, D., Clinically rich teacher preparation: A collaborative commitment to P-12 student learning. White paper from Buckeye Association of School Administrators, Ohio Association of Elementary School Administrators, Ohio Association for Private Colleges of Teacher Education, Ohio Association of School Business Officials, Ohio Association of Secondary School Administrators, Ohio Education Association, Ohio Federation of Teachers, Ohio School Boards Association, State University Education Deans.

12. Ohio Clinical Alliance
Clinically Rich Teacher Preparation2
Mentor Teacher Roles and Responsibilities2
Focus attention on teacher behaviors or attitudes that affect P-12 students’ learning.
Work collaboratively with the pre-service teacher in the planning, implementation, and assessment of P-12 student learning.
Model research-based instruction and best practice in the classroom.
Model the highest standards of professionalism in and out of the classroom.
Invest time in allowing the pre-service teacher to gain the most from the mentor relationship.
2Campbell, D., Flora, R., Henning, J., Kaye, K., Ozvat, L., Tully, D., Clinically rich teacher preparation: A collaborative commitment to P-12 student learning. White paper from Buckeye Association of School Administrators, Ohio Association of Elementary School Administrators, Ohio Association for Private Colleges of Teacher Education, Ohio Association of School Business Officials, Ohio Association of Secondary School Administrators, Ohio Education Association, Ohio Federation of Teachers, Ohio School Boards Association, State University Education Deans.

13. Ohio Clinical Alliance
Clinically Rich Teacher Preparation2
Mentor Teacher Roles and Responsibilities2
Introduce the novice teacher to the full spectrum of classroom experiences as well as the many facets of the professional educator.
Provide constructive, critical feedback to the novice teacher through regular and timely formative comments and guidance.
Participate fully in the formative and summative assessment of candidate performance and evaluation of the effectiveness of the college/university program.
2Campbell, D., Flora, R., Henning, J., Kaye, K., Ozvat, L., Tully, D., Clinically rich teacher preparation: A collaborative commitment to P-12 student learning. White paper from Buckeye Association of School Administrators, Ohio Association of Elementary School Administrators, Ohio Association for Private Colleges of Teacher Education, Ohio Association of School Business Officials, Ohio Association of Secondary School Administrators, Ohio Education Association, Ohio Federation of Teachers, Ohio School Boards Association, State University Education Deans.

14. Ohio Clinical Alliance
Clinically Rich Teacher Preparation2
Clinical Educator Roles and Responsibilities2
Focus their attention, first and foremost, on those teacher behaviors or attitudes that affect P-12 students’ learning.
Clearly communicate college/university expectations to pre-service and mentor teachers.
Participate regularly in professional development related to their clinical roles, and provided by the college or university and/or other educational agencies.
Be fully dedicated to supporting the relationship between mentor teachers and teacher candidates.
2Campbell, D., Flora, R., Henning, J., Kaye, K., Ozvat, L., Tully, D., Clinically rich teacher preparation: A collaborative commitment to P-12 student learning. White paper from Buckeye Association of School Administrators, Ohio Association of Elementary School Administrators, Ohio Association for Private Colleges of Teacher Education, Ohio Association of School Business Officials, Ohio Association of Secondary School Administrators, Ohio Education Association, Ohio Federation of Teachers, Ohio School Boards Association, State University Education Deans.

15. Ohio Clinical Alliance
Clinically Rich Teacher Preparation2
Clinical Educator Roles and Responsibilities2
Be fully dedicated to supporting the collaborative planning, implementation, and assessment of P-12 student learning by pre- service teachers and mentor teacher
Be committed to promoting pre-service teacher reflection and should possess skillful instructional approaches for doing so.
Make regular visits to review the pre-service teachers’ performance, be in close communication with the mentor teacher, and be readily available should problems arise.
2Campbell, D., Flora, R., Henning, J., Kaye, K., Ozvat, L., Tully, D., Clinically rich teacher preparation: A collaborative commitment to P-12 student learning. White paper from Buckeye Association of School Administrators, Ohio Association of Elementary School Administrators, Ohio Association for Private Colleges of Teacher Education, Ohio Association of School Business Officials, Ohio Association of Secondary School Administrators, Ohio Education Association, Ohio Federation of Teachers, Ohio School Boards Association, State University Education Deans.

16. Ohio Clinical Alliance
Clinically Rich Teacher Preparation2
District Roles and Responsibilities2
Play an active role in identifying highly skilled teachers to serve as mentor teachers.
Collaboratively establish and communicate clear and specific processes for identifying and selecting mentor teachers.
Recognize and support mentor teachers.
Provide mentor teachers the time to serve as effective coaches, mentors, and role models, and to participate fully and collaboratively with the pre-service candidate in all stages of the teaching/learning process.
2Campbell, D., Flora, R., Henning, J., Kaye, K., Ozvat, L., Tully, D., Clinically rich teacher preparation: A collaborative commitment to P-12 student learning. White paper from Buckeye Association of School Administrators, Ohio Association of Elementary School Administrators, Ohio Association for Private Colleges of Teacher Education, Ohio Association of School Business Officials, Ohio Association of Secondary School Administrators, Ohio Education Association, Ohio Federation of Teachers, Ohio School Boards Association, State University Education Deans.

17. Ohio Clinical Alliance
Clinically Rich Teacher Preparation2
District Roles and Responsibilities2
Recognize mentor teachers’ commitment as both a form of professional development for him/her, and a valuable service to the profession.
Provide candidates with pertinent background information to assist in the effective instruction of the P-12 students, including school and community information, classroom and student data, and any specific codes of conduct for teachers or other professional staff.
2Campbell, D., Flora, R., Henning, J., Kaye, K., Ozvat, L., Tully, D., Clinically rich teacher preparation: A collaborative commitment to P-12 student learning. White paper from Buckeye Association of School Administrators, Ohio Association of Elementary School Administrators, Ohio Association for Private Colleges of Teacher Education, Ohio Association of School Business Officials, Ohio Association of Secondary School Administrators, Ohio Education Association, Ohio Federation of Teachers, Ohio School Boards Association, State University Education Deans.

18. Ohio Clinical Alliance Ohio Clinical Alliance
Clinically Rich Teacher Preparation2
Ohio
Clinical
Alliance
University Roles and Responsibilities2
Articulate expectations of pre-service candidates to partner schools.
Provide professional development for teachers to prepare them for their mentor role and to support collaborative processes.
Provide designated faculty or clinical professionals who have the time and training to interact with the candidate and mentor teacher with the goal of facilitating the clinical/field experience to maximize P-12 student learning.
Employ a continuous improvement process that includes feedback and evaluative information from districts/schools, teachers, clinical professionals and candidates to improve program effectiveness for teachers and P-12 students as well as candidates.
2Campbell, D., Flora, R., Henning, J., Kaye, K., Ozvat, L., Tully, D., Clinically rich teacher preparation: A collaborative commitment to P-12 student learning. White paper from Buckeye Association of School Administrators, Ohio Association of Elementary School Administrators, Ohio Association for Private Colleges of Teacher Education, Ohio Association of School Business Officials, Ohio Association of Secondary School Administrators, Ohio Education Association, Ohio Federation of Teachers, Ohio School Boards Association, State University Education Deans.

19. Martha Holden Jennings Foundation
Teacher Quality Forum

20. Focusing on All Children

21. Purpose
The Ohio Deans Compact on Exceptional Children promotes shared understanding and implementation of effective practices that contribute to improved results for all children and youth in Ohio.

22. Beliefs
All students learn to higher levels when held to high expectations and provided the necessary services and supports, and when taught by adults with the necessary competencies and dispositions to support higher levels of learning for all students.
Student learning improves when adults who interact with them learn, and adult learning is most effectively fostered through peer-to-peer feedback and support that is provided through structured collaborative learning teams.
Effective implementation of targeted instructional practices is necessary for meaningful improvements in student learning and educator professional practice to be sustained.

23. Beliefs
Some instructional practices are more effective than others and all educators should be critical consumers able and willing to examine the effectiveness of practices used in supporting student learning.
The development of collective capacity and shared responsibility at all levels of the system is essential for continuous system learning and improvement.
Increased opportunities and outcomes for all students depend upon shared leadership across the district-wide system that serves to sustain core work in teaching and learning and prepare every learner for meaningful transitions to post-secondary endeavors.

24. Ohio Clinical Alliance
P-12 Student Learning
Teacher Candidates
Veteran Teachers
University Faculty
The Sweet Spot

26. The Potential of Partnerships A Strategy for Addressing Diverse Learner Needs