Transforming Clinical Practice through Partnerships: A Model for Advancing Clinical Practice

The University at Albany School of Education implemented a grant-supported Adolescent Special Education Clinically Rich Pilot Program with local educational partner, Amsterdam High School. Based upon the successes of the pilot model, the University at Albany scaled this work through the development of a “practicum loop” clinical model for the Adolescent Special Education program which engaged additional partner districts while also addressing the end of grant funding by applying best practice from the pilot using existing resources.

Phase One: Model of Clinically Rich Adolescent Special Education

Description: In first phase, the University at Albany developed a model for establishing an Adolescent Special Education clinically rich program that provides teacher candidates with three certifications, exposure to evidence-based practices focused on literacy, multiple field experiences that culminate in a full year residency and embedded university supervision. Program implemented at the University at Albany is described.


Related Literature:

Arsal, Z. (2014). Microteaching and pre-service teachers’ sense of self-efficacy in teaching. European Journal of Teacher Education,37(4), 453-464. doi:10.1080/02619768.2014.912627


Phase Two: Transforming Clinical Practice through Partnerships

Description: The successes of the Clinical Partnership between University at Albany and Amsterdam High School Clinically were scaled for great impact through the development of a “practicum loop model” of teacher residency. This rich program provides embedded coaching from dedicated, on-site supervisors, and resident fellows (teacher candidates) are included as members of the faculty. Overview of the attributes of clinically rich programs and what works in clinical education is provided. Importance of developing P-20 partnerships is discussed. Experience of a clinically rich program at the University at Albany used to inform discussion.


Related Literature:

Dotger, B.H., & Walker, J.M.T. (January/February 2012). Because wisdom can’t be told: using comparison of simulated parent-teacher conferences to assess teacher candidates’ readiness for family-school partnership. Journal of Teacher Education, 63(1)