Reexamining Faculty Roles in the Supervision of Pre-Service Teachers: Responding to the Call for Clinically-Rich Teacher Education

Abstract

In an effort to integrate university coursework with field-site experiences and bolster pre-service teacher learning, national teacher education organizations have charged teacher education programs with embedding teacher preparation within clinically-rich experiences. These reforms have resulted in expanded and increasingly complex conceptions of pre-service teacher supervision and the university supervisor, which have affected not only traditional supervisors but all university-based teacher educators. This paper presents a framework that maps the shifting roles of four university-based teacher educators: program administrators, research faculty, teaching faculty, and adjunct faculty due to changing notions of clinically-rich preservice teacher supervision. This framework demonstrates how faculty roles have become more inclusive of supervisory tasks, more integrated with school-site learning, and faculty are in closer communication with each other regarding pre-service teacher growth. Supporting new faculty roles within clinically-rich supervision requires adequate training for all faculty, appropriate institutional recognition for supervision, and rethinking departmental organization and culture.

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“…While some schools and pre-service teaching (PST) programs have begun to more closely consider social, historical, and place-based aspects of how students learn best (Capello, 2020), pedagogical and instructional beliefs are often disconnected in the supervision practice of today's principals (Sterrett et al, 2020). As such, our work as educational supervisors can no longer be grounded in 'catching people up' through accountability structures.…”

“…For university supervisors, this means actively disrupting the deficit-lens that is often applied to teacher candidates, and instead empowering teacher candidates to address issues of whiteness and equitable educational outcomes for all students (Yeigh, 2020). For many institutions who engage in teacher and principal preparation, this will require reimagination of how clinically-rich experiences are provided, how supervision is applied and valued in practice, and how inquiry and reflection foster deep learning and professional development opportunities (Capello, 2020).…”

The Influence of In-Service Teachers Training Programs on the Professional Development of School Teachers

“…Teaching and learning can evaluate in-service training. Professional Development (PD) programs allow teachers of all grades to compete in contests that can help their students succeed (Capello, 2020). Professional development equips teachers with the knowledge, skills, and emotional intelligence to think, plan, and work with children, youth, and other teachers.…”