Reading the past, writing the future of English teacher preparation: ‘Clinically rich’ models as communities of practice James Cercone Kristen Pastore Capuana Candice Tomic Shira Zemel

New York State Graduate Level Clinically Rich Teacher Preparation Pilot Program: 2011 – 2016

Elements within a Clinically Rich Teacher Preparation Program integration of pedagogy with on the job training; guided classroom practice through an internship for up to a year with an effective educator or intensive pre-service preparation, together with intensely supervised teaching and on-going, clinically-based instruction; mentoring by a trained mentor; enrollment of candidates in rigorous graduate level course work leading to a master’s degree that include learning theory, research and content; and the placement of candidates in cohorts.

A Variety of Teacher Education Programs Training Academies - AUSL, Chicago Undergraduate Certification Graduate Certification Teach for America Troops to Teachers

University at Buffalo Teacher Education Model Liaison Model Graduate Level Cohorts Field Experience (Fall) Research – Reflective Inquiry Project Student Teaching (Spring)

Sociocultural (Vygotsky) Situated Practice (Lave & Wenger; Gee) Reader Response (Rosenblatt) New Literacies, Multimodal Composing Inquiry Based Curricular Design Discussion Based (Applebee, ENGLISH EDUCATION

THE PROBLEM

“TWO-WORLDS BINARY” (Feiman-Nemser & Buchmann, 1985)

COOPERATING TEACHERS

“What they teach you in teachers’ ed. is bullshit.”

Learning is social Occurs around what is personally meaningful Multimodal composing Discussion based Assessment if ongoing, personal and formative Self-text-world connections Transmission Model Text focused Learning is not contextualized in terms of students’ lived experience Print Based Recitation Skill and drill Curriculum is micro-managed Teacher is deprofessionalized

She’s having me do all the grading and I am not part of the construction of the assignments, the instruction around the assignment, I’m just the red pen, really.”

She just drops a pile of journals on my desk and says “These are yours”

STUDENT TEACHERS

“He just left everything on my desk with a note that said he didn’t want to be a teacher and wouldn’t be back.”

WE NEED A NEW MODEL

“a cross-institutional collaborative”

Anagnostopoulos, D, Smith, E., Basmadjan, E. (2007). Bridging the university–school divide horizontal expertise and the “two-worlds pitfall”.

Horizontal Expertise (professionals in multi-organizational terrains share common goals). (Engeström, 2003; Engeström, Engeström, & Karkkainen, 1995; Kerosuo & Engeström, 2003)

“THIS IS MY LAST SEMESTER AND I STILL HAVEN’T SEEN THE KIND OF CLASSROOM YOU ADVOCATE FOR IN THIS PROGRAM.” - SHIRA

A COMMUNITY OF PRACTICE