Final Reports of 3 SEO-TDC grants
- A Cyclical, Content-specific Model of Supervision Grant
- A Collaborative, Multi-College Examination of the Clinical Model’s Impact on Student Outcomes
- Project TEACH Distance: Examining The Effectiveness and Acceptability of the Clinical Teacher Education Model from a Distance
Trauma Informed Schools Modules
- Module 1: Understanding Adverse Childhood Experiences (ACEs)
- Module 2: Trauma and the Brain
- Module 3: Developing a Culture of Safety
- Module 4: Steps to Support Students
First year summary grant reports
- Ottley Summary Report – Project TEACH Distance
- April 2017 Clinical Model Grant Update
- SEOTDC Clinical Supervision Year 1 Summary Report
Regional Research Grant on Clinical Model
INTERDISCIPLINARY TEACHER EDUCATION CLINICAL MODEL REGIONAL RESEARCH GRANT
This RFP, with supporting documents and cover page presents the competitive Regional Research Grant Sponsored by The Patton College of Education and our Southeast Ohio Teacher Development Collaborative partners (SEOTDC).
- Interdisciplinary Teacher Education Clinical Model Regional Research Grant
- Regional Research Grant Cover Page
Informational Documents
- Full Glossary of terms
- Clinical Model Information Sheet
- Clinical educational model vs. Former educational model comparison
- Designing and Implementing a Mentoring Program to Support Clinically-Based Teacher Education
- Defining Co-Teaching
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Developmental Curriculum for Clinical Experiences in Teacher Education Rubric
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Checklist: Developmental Curriculum for Clinical Experiences in Teacher Education
The Clinical Model
The re-imagined clinical model of teacher preparation describes a developmental sequence of clinical experiences that moves from simpler to more complex teaching skills, from working with fewer to larger numbers of P-12 students, and from requiring less to more planning and decision making (Henning, Erb, Webb, Fults, & Randles, 2013). The new structure of the model is centered to: 1) correct the concerns of the former less sufficient educational model, changes highlight a focus on deriving theory from practice rather than applying theory to practice, 2) significant support for teacher mentors, 3) collegial collaboration as opposed to the passive antagonism between colleges and schools, and 4) place emphasis on the leadership of teachers and educators. Candidates now enter the classroom setting under mentorship of more experienced colleagues as opposed to short-term student teaching assignments that lack the guidance of a cooperating teacher.(click here to view the Clinical Model of Preparation)
Reimagined Teacher Preparation Videos
Clinical Model Videos
Developmental Curriculum for Clinical Experiences in Teacher Education
Curriculum Development for Clinical Experiences (Full Documentary)
Curriculum Development for Clinical Experiences (Trailer Version)
Assessment Tools
Professional Internship Evaluation Instrument
Southeast Ohio Teacher Development Collaborative 