1. From Theory to Practice
Implementing
A Research-Based
Clinical Model
Dr. Rebecca L. Nelson
School of Education

2. 2009-10 Professional Studies Group
Included all SOE faculty and staff.

3. The Book Club
Note special signed greetings from Linda Darling-Hammond.

4. To the Education Faculty of North Park
University:
With great appreciation for the work you
do on behalf of our teachers and our kids.
Linda Darling-Hammond

5. Three Problems
in Learning to Teach
• The “Apprenticeship of Observation”
• Enactment
• Complexity
– Darling-Hammond, pp.35-41

6. Common Components of
Powerful Teacher Education
• Though each program had its own plan,
there are seven common features.

7. 1. Common, clear vision of
good teaching
• Permeates all coursework and clinical
experiences

8. 2. Well-defined standards of
practice and performance
• Used to guide and evaluate coursework
and clinical work.

9. 3. Curriculum
• Grounded in knowledge of child and
adolescent development, learning,
social contexts, and subject matter
pedagogy
• Taught in the context of practice.

10. 4. Extended clinical
experiences
• Carefully developed to support ideas
and practices presented in
simultaneous, closely inter-woven
coursework.

11. 5. Explicit strategies
• Confront own deep-seated beliefs and
assumptions about learning and
students
• Learn about the experiences of people
different from themselves.

12. 6. School and university links
• Strong relationships
• Common knowledge
• Shared beliefs

13. 7. Study real problems of
practice through:
• Case study methods
• Teacher research
• Performance assessments
• Portfolio evaluation

14. 2010-11 Professional Studies Group
Included all SOE faculty and staff.

15. Dr. James Banks visits NPU
Dr. James Banks visited North Park University’s School of
Education on November 10, 2010. All faculty and students
were involved in his visit.

16. A Multicultural Curriculum
• Helps students master high levels of
knowledge.
• Better understand race and ethnic
relations.
• Develop skills to make reflective
personal and public decisions.
» Banks, p. 55

17. Ethnic Studies
• Includes groups of color, e.g., Asian
Americans, American Indians and
African Americans.
• Also includes European American
ethnic groups, e.g., Jewish Americans,
Polish Americans, and Italian
Americans.
» Banks, p.14

18. Levels of Integration
of Ethnic Content

19. Level 4
Social Action Approach
• Students make decisions on important
social issues and take actions to help
solve them.
– Banks, p. 19

20. So what?

21. Clinical Experiences Review
Committee
2010-11
•SOE Faculty Committee reviewed
various clinical models.
•Recommended that the Framework for
Teaching be adopted by the School of
Education.

22. Action taken
• The School of Education officially
adopted Charlotte Danielson’s
Framework for Teaching as its clinical
model.
• Led to the 2011-12 year of professional
development on Danielson.

23. 2011-12 Professional Studies Group

24. Monthly meetings
The School of Education faculty engaged in monthly
meetings to engage deeply in the Danielson model.

25. Danielson Four-Square Chart

27. Program Re-Design
Using the Illinois Professional Teaching Standards
to re-structure our Foundations courses

28. Questions for future
• What is the TPA?
• How does the TPA align with Danielson?
• How do we incorporate practices throughout
our program to prepare students to
successfully complete the TPA?
• How do we align with the program re-design
for ISBE?

29. Bibliography
• Banks, James. Teaching Strategies for Ethnic
Studies. C.2008. Boston: Pearson Education, Inc.
• Danielson, Charlotte. Enhancing Professional
Practice: A Framework for Teaching. C. 2007.
Alexandria, Va.: Association for Supervision and
Curriculum Development.
• Darling-Hammond, Linda. Powerful Teacher
Education. C. 2006. San Francisco: Jossey-Bass.