Undergraduate Program cited as exemplar in new Clinical Practice Action Guide from the National Council on Teacher Quality.
Cincinnati, OH—The undergraduate teacher preparation program at Mount St. Joseph University (MSJ) has been recognized by the National Council on Teacher Quality (NCTQ) for its pioneering efforts in supporting aspiring teachers as they complete their clinical practice experiences, also known as student teaching. The Mount St. Joseph University case study, featured in NCTQ’s new Clinical Practice Action Guide, details how MSJ cultivated strong partnerships with local schools to deliver high-quality clinical practice experiences to aspiring teachers.
To better prepare newly minted MSJ teachers to meet the needs of their students, Dean of Education Laura Saylor worked with the Oak Hills Local School District to provide field experiences across all four years of the preparation program, and to embed MSJ faculty at schools. Teacher candidates attend their math methods courses taught by Mount St. Joseph faculty in the local schools. They also complete their structured literacy course, in which they work directly with students, at the same school. A mentor teacher observes the student teacher and uses a form to provide feedback similar to how they’ll be observed and receive feedback when they become fully licensed teachers.
As a result, 93% of aspiring teachers who completed the program are still working in schools four years after graduating from MSJ, demonstrating how robust student teaching experiences can boost teachers’ retention in the classroom. MSJ has also seen improved pass rates on state teacher licensure tests for its candidates. Given the positive outcomes produced by these district partnerships, MSJ’s teacher prep program has grown from only nine people completing the program eight years ago to 55 candidates on track to complete the program this year.
Improving student teaching is an important investment because, across the country, too many new teachers are unprepared for the realities of the classroom because they haven’t had enough high-quality “hands-on” practice—and their students lose out on learning because of it. Additionally, stronger clinical practice partnerships between school districts and teacher prep programs can address the hiring challenges many districts face by creating a pipeline of teachers who have experience in the types of districts where they will eventually teach, which increases their efficacy and likelihood of staying in the classroom.
Harrison Collier, Assistant Dean of Educator Preparation, praises the relationships that the School of Education has with partner schools and districts: “The quality of clinical experiences is crucial for our candidates’ application of skills, techniques, and evidence-based practices in our PK-12 classrooms. Without the dedication and guidance of the mentor teachers in the schools and the support of school district administrators, this important work could not be done. We are grateful for all of our school partners and the critical role they play in the formation of today’s student teachers and tomorrow’s well-prepared educators.”
Without quality student teaching experiences, new teachers are often left to learn on the job. Research shows that providing aspiring teachers with clinical experiences under an effective mentor can give a first-year teacher the boost they need to be as effective as a teacher in their second or third year—which is a huge win for students.
“Mount St. Joseph University is an excellent example of a teacher prep program getting clinical practice right,” said NCTQ President Heather Peske. “As a national leader on this front, the MSJ is helping to strengthen the teacher pipeline in Cincinnati and improve teacher preparation.”
NCTQ used a variety of sources to identify the prep programs, districts, and states to feature in the case studies included in the action guide:
- Past NCTQ Teacher Prep Review ratings of prep programs on the Clinical Practice standard;
- A scan of state policies related to clinical practice;
- A scan of large district policies related to clinical practice;
- Surveys of districts, prep programs, and states; and
- Input from an expert advisory panel and qualitative feedback from the field and interviewees.
They conducted semi-structured interviews with stakeholders and invited them to review the draft about their entity prior to publication to check for accuracy.
See the Clinical Practice Action Guide for more information about MSJ’s work on clinical practice and to see other ways teacher prep programs can strengthen the student teaching experience for aspiring teachers.
About Mount St. Joseph University
As a Catholic institution rooted in the values of the Sisters of Charity, Mount St. Joseph University excels at serving the common good. Undergraduate, graduate, and doctoral students at the Mount are inspired to think beyond the classroom and redraw the bounds of what’s possible for their futures. This is accomplished through individualized educational experiences, a safe, secure campus environment, and an all-in commitment from faculty and staff to inspire students to reach their highest potential. The Mount fosters life-long learners who serve, care, and contribute to the world beyond their front doors.
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About NCTQ
The National Council on Teacher Quality: NCTQ is a nonpartisan research and policy organization on a mission to ensure every child has access to an effective teacher and every teacher has the opportunity to be effective. We believe a strong, diverse teacher workforce is critical for providing all students with equitable educational opportunities. For more information about NCTQ, visit www.nctq.org.