Pre-service teachers apply their knowledge and skills in classrooms under the tutelage of a cooperating teacher with the support and feedback of a university supervisor.  The PMEP Model of Clinical Practice provides in-depth opportunities for teacher candidates to practice and develop their teaching skills in a structured and supported way.  The following tenets make up the parameters of the PMEP Clinical Practice Model.

  • The school and the teacher preparation program share responsibility for the placement of teacher candidates and make decisions about placements together.
  • The teacher candidate is empowered to be fully engaged in the classroom from the first day and participates in the classroom in a variety of ways. The cooperating teacher models and verbalizes best practices to the teacher candidate.
  • The cooperating teacher and teacher candidate are jointly responsible for student learning in the classroom and work together to promote the success of each student.
  • The teacher candidate and cooperating teacher work collaboratively to design, plan, deliver, and assess curriculum and instruction.
  • The cooperating teacher and the teacher candidate may work together in a variety of ways to promote the candidate’s development and improve student learning. These forms of collaboration include (but are not limited to) team teaching, working with small groups, solo teaching, parallel teaching, and candidate teaching with structured cooperating teacher observation.