university clinical supervision, clinically-based teacher education


This essay argues that robust fulfillment of the university clinical supervisor’s role is essential to realizing the promise of clinically-based teacher education. To that end, I present a model for clinically-based supervision. The model captures the complex relationships among clinical supervisor, teacher candidate, and the content of P-12 teaching, overlaid with clinically-based routines that give shape to those relationships, and situated within the multiple environments that both constrain and facilitate the supervisor’s work. This model can help the field to: focus on the goal of teacher candidates’ learning to see, navigate, and work constructively within P-12 teaching; examine the shape and effectiveness of routines for clinically-based supervision and how they function in teacher candidates’ learning trajectories; and understand how to better equip and support supervisors working within clinically-based environments.



Creative Commons License

Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License
This work is licensed under a Creative Commons Attribution-NonCommercial-Share Alike 4.0 International License.

Persistent Identifier




To view the content in your browser, please download Adobe Reader or, alternately,
you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.