ATE Clinical Practice Fellows

Delving into Dilemmas and Developing Direction for

Clinically-Based Teacher Education Programs
February 17 - 18, 2018
Flamingo Hotel, Las Vegas, NV

Saturday, February 17, 2018

Location: Savoy

9:00- 9:20 Welcome/Introductions

 Welcome by ATE President Karen Embry-Jenlink
 Introducing Ourselves

9:20- 9:50 Moderated Panel Discussion: Title

 John McIntyre, Association of Teacher Educators (ATE)

 Rod Lucero, American Association of Colleges of Teacher Education
(AACTE)
 Bernard Badiali, National Association of Professional Development
Schools (NAPDS)

Moderator: Nancy Fichtman Dana,

Past Clinical Practice Fellows Chair, University of Florida

9:50- 10:20 Marriage Protocol

10:20- 11:05 Identifying a Problem of Practice

11:05- 11:45 Solutions Development Round 1 (Consultancy Protocol)

11:45 - 12:15 Lunch Provided

12:15-12:30 Reflecting on the Morning & Looking Ahead

Haley Henderson, Preservice Teacher UNLV

12:30- 11:45 Solutions Development Round 2

1:10- 1:50 Solutions Development Round 3

1:50-2:15 Action Plan Development- Writing of the Vows

2:15 – 2:40 Gallery Walk Preparation

2:40-3:15 Gallery Walk

3:15-3:30 Day 1 Wrap Up

 ATE Clinical Practice Fellows
Delving into Dilemmas and Developing Direction for
Clinically-Based Teacher Education Programs
February 17 - 18, 2018
Flamingo Hotel, Las Vegas, NV

Sunday, February 18

9:00-10:30 ATE General Session

10:40-11:40 Small Group Sessions

Innovative Clinically-rich Programs: Learning with ATE Clinical Practice Fellows

Flamingo Hotel, Red Rock V

A Portraits of Practice from On-Site Courses

Amy Murphy, University of Georgia
In this session a professor-in-residence will share examples of how university courses are taught
on-site at one school. We will focus on how the university-school partnership mutually benefits
the middle school students and faculty, as well as the university students.

Developing a Community-Based STEAM Semester: Teacher Candidates Experiences of

Place
Kevin O’Connor, Mount Royal University
The purpose of our research is to investigate how teacher candidates’ experiences in STEAM
field studies with community partners can inform an integrated practicum semester based on a
curriculum of place (Chambers, 2008). Drawing on a curriculum of place as a theoretical
framework contributes to the objectives of this project in redefining our conceptualization of place
in STEAM teacher education and integrating Indigenous knowledge systems and place-based
education.

Learning in Community-based Field Experiences

Randi Latzke, Margaret Krause, & Jennifer Jacobs, University of South Florida
The purpose of this presentation is to discuss how we worked in partnership with a local non-
profit and school district afterschool program to develop a community-based field experience.

Innovative Clinically-rich Practices: A Conversation with ATE Clinical Practice Fellows

Flamingo Hotel, Red Rock II

Using Clinical Experiences to Extend Theoretical Learning

Maika Yeigh, Portland State University
The focus of this presentation is on one group of secondary teacher candidates’ who used
instructional rounds to investigate teaching practices and student responses to instructional
moves. Initial observations focused on segmentation of the instructional period and the classroom
structures that created a climate for learning; ultimately, teacher candidates began articulating
their own problems of practice to explore through inquiry-focused instructional rounds.
 ATE Clinical Practice Fellows
Delving into Dilemmas and Developing Direction for
Clinically-Based Teacher Education Programs
February 17 - 18, 2018
Flamingo Hotel, Las Vegas, NV

Why being a tutor is an essential clinical experience on the road to becoming a teacher?
Kathryn Will-Dubyak, University of Maine, Farmington
Often in teacher preparation we focus on clinical experiences within classroom settings, but how
does being responsible for the assessment and instruction for the children in a literacy clinic
impact pre-service teachers' understandings of data informed instruction, pedagogical practices,
the role of student engagement, and differentiated instruction?

Professional Development and Community Engagement: Workshops for Teachers by

Teacher Candidates
Annie Grugel, University of Wisconsin-Parkside

Last November, elementary education teacher candidates enrolled in two methods courses
(literacy and social studies) planned and provided professional development around non-fiction
reading strategies to teachers and instructional staff at a partner school. In December, the
teachers from the partner school and the teacher candidates participated in a forum and
discussed how the teachers used the strategies to support student learning at their grade level.

Practitioner Research within Clinically-rich Educator Preparation Programs: Illustrations from ATE
Clinical Practice Fellows
Flamingo Hotel, Valley of Fire I

Developing Inquiry as Stance for All in our Professional Development School

Woodland Johnson, Amanda Bellas, Francesca Perrone-Britt, Hillsborough County Public
Schools; Samantha Haraf, University of South Florida

In this presentation, teacher leaders, school administrators, doctoral students, and university
faculty share how practitioner inquiry as a signature pedagogy is systematically embedded in all
aspects of teacher professional learning at our professional development school.

Cultivating an inquiry stance within clinically embedded literacy methods courses.

Rachelle Curcio, University of South Carolina

This presentation will explore the explicit development of teacher candidates' inquiry stance
within an undergraduate elementary program. Specific details will be shared related to the role
clinically embedded methods courses have in the cultivation of this stance. In particular,
pedagogy will be shared from the perspective of the incorporation of inquiry into the literacy
methods courses.

Redesigning a Methods Course to Feature Teacher Inquiry: Triumphs and Challenges

Hilarie Welsh, Loras College

This presentation will explain how revamping my General Secondary Methods Course, which
takes place in a PDS setting, impacted the structure and outcomes of the class. The course
shifted from a text-driven course to one that focused on individual inquiry projects.

11:50-12:30 Clinical Fellows Closing Commitment Ceremony

Location: Vista Room