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The document also contrasts models such as traditional practice, professional development schools, and fast-track variants, supplemented by advisory, acknowledgements, and endnotes.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Practice Framework: Six Focus Areas for E fective Student Teaching and  Clinical Practice Framework Research Rationale  \nCONTENTS  \nINTRODUCTION 3  \nAT-A-GLANCE 5  \nWHAT IS CLINICAL PRACTICE? 6  \nTwo Types of Clinical Practice Experiences 6  \nPractice Opportunities 6  \nFull-Time Student Teaching 8  \nMODELS OF CLINICAL PRACTICE 10  \nTraditional Model 10  \nProfessional Development School 13  \nTeacher Residency Program 16  \nRegistered Teacher Apprenticeship Programs 18  \nAbbreviated Clinical Practice with First-Year Support 20  \nPoor Model: Fast-Track without Experience Teaching Full Time 22  \nADVISORY PANEL 24  \nACKNOWLEDGEMENTS 25  \nENDNOTES 26  \nDefining Types of Clinical Practice [nctq.org | 2](nctq.org | 2)  \nINTRODUCTION  \nClinical practice opportunities are critical elements of teacher preparation. However, the landscape is extensive, encompassing an ever-growing variety of preparation models, from centuries-old traditional student teaching to newly minted registered apprenticeships. As noted by the American Association for Colleges of Teacher Education,“a unified professional structure with a shared understanding of clinical practice has yet to develop in teacher preparation.”1  \nThe absence of a universally accepted vocabulary distinguishing between clinical practice models adds complexity to both defining high-quality clinical preparation and knowing what options are available for aspiring teachers. Even more imperative, there is a lack of clarity on which models have proven effective in preparing teachers for the classroom.  \nThe purpose of this paper is to create a clinical practice lexicon for the profession that includes:  \n􀁸 A definition for the two key types of clinical practice: (1) practice opportunities prior to full-time teaching and ( 2) full-time student teaching  \n􀁸 An outline of the six common models of clinical practice, including defining  \ncharacteristics and the efficacy of these models in preparing teachers for the classroom  \nDefining Types of Clinical Practice [nctq.org | 3](nctq.org | 3)  \n\n| Glossary |\n| --- |\n| Clinical Practice: Opportunities for aspiring teachers to practice activities related to the teaching profession in a P–12 setting, either virtually or in person. |\n| Cooperating Teacher: The P–12 teacher hosting a student teacher in their classroom, who remains the teacher of record for all students.\u003Cbr>Alternate: mentor teacher, coach, master teacher, lead teacher |\n| Full-Time Teaching: The time a student teacher spends adhering to the cooperating teacher's contractual daily obligations, including but not limited to: length of day, faculty meetings, parent conferences, and extracurricular activities. The student teacher may not be teaching the full day but participates in the full day of class and related activities. |\n| Program Supervisor: The teacher prep program staff member overseeing the clinical practice program and student teachers.\u003Cbr>Alternate: university supervisor, field placement supervisor |\n| Student Teacher: Individuals engaged in clinical practice while enrolled in a teacher prep program with the goal of becoming a licensed teacher.\u003Cbr>Alternate: teacher candidate, resident, intern, apprentice |\n| Teacher of Record: Educator assigned the primary responsibility for teaching the content and awarding grades for a class of students. |\n\nDefining Types of Clinical Practice [nctq.org | 4](nctq.org | 4)  \nAT-A-GLANCE  \n\n| Clinical Practice |  |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- | --- |\n| Student teachers work in an educational setting—typically a P–12 school—bridging the gap between coursework (pedagogical theory, content knowledge, etc.) and practical experience. |  |  |  |  |  |  |\n|  |  |  |  |  |  |  |\n| MODELS OF CLINICAL PRACTICE |  |  |  |  |  |  |\n|  | Traditional | Professional\u003Cbr>Development Schools | Teacher Residency\u003Cbr>Programs | Registered Teacher Appre","cbCaik1B5sICXm29","https://ap.wps.com/l/cbCaik1B5sICXm29","pdf",308564,29,"English","# INTRODUCTION\n# AT-A-GLANCE\n# WHAT IS CLINICAL PRACTICE?\n## Two Types of Clinical Practice Experiences\n## Practice Opportunities\n## Full-Time Student Teaching\n# MODELS OF CLINICAL PRACTICE\n## Traditional Model\n## Professional Development School\n## Teacher Residency Program\n## Registered Teacher Apprenticeship Programs\n## Abbreviated Clinical Practice with First-Year Support\n## Poor Model: Fast-Track without Experience Teaching Full Time\n# ADVISORY PANEL\n# ACKNOWLEDGEMENTS\n# ENDNOTES","[{\"question\":\"What are the two key types of clinical practice defined in the paper?\",\"answer\":\"The paper defines (1) practice opportunities prior to full-time teaching and (2) full-time student teaching.\"},{\"question\":\"How does the document define clinical practice in a P–12 context?\",\"answer\":\"Clinical practice is described as opportunities for aspiring teachers to practice teaching-related activities in a P–12 setting, either virtually or in person, under supervision.\"},{\"question\":\"Which models of clinical practice does the paper describe?\",\"answer\":\"It outlines six models: Traditional Model, Professional Development School, Teacher Residency Program, Registered Teacher Apprenticeship Programs, Abbreviated Clinical Practice with First-Year Support, and a Poor Model described as Fast-Track without Experience Teaching Full Time.\"}]","Defining Types of Clinical Practice - March 2024 | PDF",73]