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In this qualitative study, practitioner researchers used focus group methodology to collect clinical partnership stakeholders’ descriptions of their understanding of rich practitioner practice and the benefits of clinical partnerships as defined by CAEP Standard 2. These descriptions provided the data that was analyzed through a deductive and inductive coding process. It was found that stakeholders described clinical experiences as crucial to teacher candidates’ development of knowledge, skills, and professional dispositions, and identified clinical experiences as the space where theory and practice intersect. Findings also showed that stakeholders identified collaboration, mutually beneficial, sustaining and generative, shared accountability, and positive impact as the key components in a clinical partnership. In its report Preparing Teachers: Building Evidence for Sound Policy (2010), the National Research Council challenged educator preparation programs in universities across the nation to develop, implement, and improve practitioner partnerships and practices to facilitate field and clinical experiences instrumental in the development of effective educators. The report aimed to raise the performance of teacher candidates as practitioners in the nation’s PK-12 schools, and to raise standards for the evidence the field relies on to supports its claims of quality. Practitioners include those actively involved in the profession of education—including practicing teachers in PK-12, professors from higher education educator preparation program. One important and critical change has resulted in the Research Council report identified content knowledge, clinical experience and teacher candidate quality as the three aspects of teacher preparation most likely to have the strongest effect on raising PK-12 student achievement (National Research Council, 2010). These three aspects, as well as quality assurance, continuous improvement, public accountability and transparency, formed the basis for new teacher preparation standards. The Council for the Accreditation of Educator Preparation (CAEP) standards represented a unified voice in accreditation, elevating the importance of clinical experiences by clearly defining practitioner partnerships and making them a requirement for accreditation.

Practitioner Experiences in Teacher Education Partnerships: Examining Practice in an Accredited Professional Development School