An essential component of teacher preparation is clinical practice that allows teacher candidates (TCs) to observe, reflect upon, test their ideas, and adjust and improve their methods in classrooms. Weaknesses in the structure and organization between coursework and clinical practice in teacher preparation programs often present barriers from fully achieving these goals. University–school partnerships have the potential to overcome these challenges and create spaces for mutually beneficial learning opportunities for all stakeholders. In this article, we identify six levels to illustrate the continua of work with schools in the preparation of TCs that describe how a program might move from current partnership practice to the kinds of partnership practice described by McDonald and colleagues and the Council for the Accreditation of Educator Preparation (CAEP). While developing partnerships with schools is work that has inherent challenges, the potential of this work to meaningfully transform the preparation of teachers is crucial.

No abstract

Secondary teachers increasingly face student differences in ability, background, socioeconomic status, and language. One method designed to prepare future teachers for dealing with these challenges is the teacher work sample (TWS), which has been widely adopted by colleges of education as part of performance-based accreditation requirements. A significant value of the work sample project is the requirement for student teacher analysis of individual learner progress and reflection. In this study, through cross-categorical analysis, a selection of TWSs in different subject fields, developed as a culminating program experience, are examined. The following questions are the focus of the study: Do preservice teachers use the TWS in meaningful ways to promote engagement and learning of all students in their classes? How does the TWS inform the practice of future teachers? Recommendations for program improvement based on the examination of candidate work are suggested.As a model for thinking about teaching and learning that is being adopted in many teacher preparation programs, the teacher work sample (TWS) has emerged as a culminating experience that synthesizes learning opportunities in a teacher education program and in-service teachers in planning units and extended learning experiences and in examining their effects on students' learning. Conducting a preassessment and a postassessment of students, analyzing the results, and reflecting on what helped students learn are significant components. Closely aligned with the National Council for Accreditation of Teacher Education pedagogy and content standards, the TWS is intended to prepare teachers to work effectively with student differences, including those in ability, background, socioeconomic status, and language.Despite the potential benefits of the TWS, teacher educators and teacher candidates find developing TWSs challenging. Girod and Shalock (2002) have compiled a manual covering the planning and development of these projects. This manual and various websites (see Renaissance Partnership for Improving Teacher Quality, 2001) provide candidate-developed samples with full descriptions in a variety of fields and levels, along with rubrics.A significant feature of the T W S is its ability to facilitate preservice teacher analysis of individual learner progress and reflection.

No abstract

Summary. Three groups of students applying for admission to a university education department for teacher training were interviewed. Interview ratings were made under a number of different headings by the interviewers. These interview data, on analysis, indicated that three factors were operating: (a) a factor based on the observable features of the applicant; (b) a factor based on judgments of this intellectual maturity and his ability to express himself; (c) a factor based on a number of personality traits thought to be important in teaching. Follow‐up data based on teaching marks indicated that the first two factors above were those which gave the best prediction of teaching ability. The sizes of the follow‐up correlations suggested that the interview, provided that it was not expected to yield information beyond its powers, was as good a predictor of success at this level of education as most other measures.