Evaluation of the Clinical Professorship within a University TEC Model

Abstract

Three years ago Kent State began making the transition from a traditional student teaching program to the Teacher Education Center approach. The major purpose was to bring together school and university people in a parity relationship to jointly plan, implement and evaluate the field-based components of professional training programs. As Kent State moved into the center approach, the responsibilities of student teaching supervisors began to change significantly. This prompted a redefinition of the role and title change to clinical professor.

Last year the analysis of the data received from a comprehensive formative evaluation effort of our TEC program was completed. A major component of the assessment was the in-depth examination of the clinical professorship as perceived by TEC administrators, cooperating teachers, associate teachers and clinical professors. The data, analyses, and implications are reported in this manuscript. A major overall implication of the findings is that the clinical professor is the critical linkage between school and university in teacher preparation.