The Effects of an Alternative Model of Student Teaching Supervision on Clinical Master Teachers

Abstract

Traditionally, student teaching programs have used a triad supervision model that involves the student teacher, the school-based cooperating teacher, and the university-based supervisor. However, the professional literature recognizes deficiencies in this model. This article describes an alternative model to supervision that teams Clinical Master Teachers who combine the traditional roles of the cooperating teacher and the college supervisor. Specifically, this article will examine four secondary teachers as they participated in their first year of the program and the changes these teachers made in their supervision.