Chapter 1: Partnering to Achieve Authentic and Mutually Beneficial Teacher Preparation Through Innovative Clinical Practices

In this chapter, the authors share four specific examples of an array of clinically rich practices from our PDS partnership between a university and eight partner school districts that have been successful in preparing our teacher candidates for effective teaching practice. The specific strategies, together with supporting data and reflections, include: (1) the use of technology for early field experiences, (2) co-teaching as a best-practice methodology for student learning, (3) the role of teachers of special assignment (TOSAs) in providing support, and (4) use of AVID (advancement via individual determination) to create win–win opportunities for all stakeholders.