Press Conference by the AACTE Clinical Practice Commission

The preparation of high-quality teacher candidates involves practical experiences in school-based classrooms interwoven with academic coursework to make future teachers profession ready for the 21st century learner. This briefing highlights research-based recommendations, including a shared professional lexicon, for all educators to embrace as a foundation for effectively implementing evidence-based clinical practice. The AACTE Clinical Practice Commission will share its findings on how mutually beneficial partnerships between educator preparation providers and PK-12 can successfully create laboratories of practice for both teacher candidates and practicing teachers, providing continuous improvement for all involved.

Effective clinical practice models are proven means to combat teacher attrition as novice teachers are better prepared for challenges they will face early in their careers, according to a recent study by the Learning Policy Institute. Panelists will discuss the ways in which clinical practice improves student learning, the necessity for governing and funding clinical practice models, and the policy factors important to support the sustainability of clinical practice programs and partnerships.


Program Participants

Diane Fogarty, Loyola Marymount University (CA)
Diane Fogarty is the director of clinical partnerships and practice for the School of Education at Loyola Marymount University. A longtime former elementary teacher of general, bilingual (Spanish), and special education students, Fogarty’s current areas of expertise include clinical teacher preparation and partnerships, educational administration for socially just education, Guided Language Acquisition Design, and special education, particularly the Universal Design for Learning model.
Lynn M. Gangone, AACTE
Lynn M. Gangone is president and CEO of AACTE. Before joining the Association last year, she was vice president at the American Council on Education, guiding a suite of programs, products, and services for higher education leaders. She also has served as a college dean, professor, and development executive and in leadership roles at the Maryland Independent College and University Association and the National Association for Women in Education.
Rodrick Lucero, AACTE
Rodrick Lucero is vice president of AACTE, overseeing member engagement, events, communications, and other functions as well as chairing the Clinical Practice Commission. Lucero previously helped lead the School of Teacher Education and Principal Preparation at Colorado State University, before which he was a high school teacher and administrator. He is a frequent speaker on the importance of pedagogy and clinical practice in teacher preparation.
Audra Parker, George Mason University (VA)
Audra Parker is an associate professor and academic program coordinator in the elementary education program at George Mason University. She also serves as a university supervisor at Garfield Elementary, a professional development school. Her areas of expertise include elementary curriculum and instruction, classroom management, clinical practice, and teacher education. Parker’s research centers on preservice beliefs and practices, children’s school experiences, and innovations in teacher preparation.
Jennifer Robinson, Montclair State University (NJ)
Jennifer Robinson is a faculty member and executive director of Montclair State University’s Center of Pedagogy, which coordinates teacher preparation and the simultaneous renewal of teacher education and partner schools. She also founded a center to increase the recruitment and retention of students from minority groups into teaching at Montclair State. She has written about minority teacher recruitment, urban education, and school-university partnerships.
Jennifer Roth, Fort Collins High School (CO)
Jennifer Roth is assistant principal at Fort Collins High School in Colorado. She is deeply invested in the long-standing partnership between her school district and Colorado State University to support their successful teacher preparation program. Her 30-year career includes experiences as a teacher, university instructor, and school administrator. Roth has presented nationally about the professional development school model and effective clinical partnerships.
Roland Schendel, Metropolitan State University of Denver (CO)
Roland Schendel is an associate professor of literacy and elementary education at Metropolitan State University of Denver. Himself the product of a professional development school residency program, Schendel was an elementary teacher, differentiated instruction coach, service-learning liaison, literacy coach, and curriculum mapper before becoming a teacher educator. His research involves elementary school-university partnerships, their impact on student learning, teacher development, and university instructor experience.
Christine Slattery, Garfield Elementary School, Fairfax County Public Schools (VA)
Christine Slattery is principal of Garfield Elementary School, a professional development school partner of George Mason University’s College of Education and Human Development. Slattery believes that the foundation for her success as a school leader begins with forming strong relationships with students, parents, staff, and the community. At Garfield, she has led a project-based learning initiative across grade levels to encourage students’ development of 21st-century skills.
Diane Yendol-Hoppey, University of North Florida
Diane Yendol-Hoppey is professor and dean of the College of Education and Human Services at the University of North Florida. In this and prior leadership positions, she has engaged in extensive collaboration with school district, corporate, and nonprofit partners interested in improving teaching and learning. Her research focuses on facilitating student learning in urban contexts through partnerships, job-embedded professional development, field-based teacher education, and teacher leadership.
Kristien Zenkov, George Mason University (VA)
Kristien Zenkov is a professor of education at George Mason University. He also serves as university facilitator for the partnership between the College of Education and Human Development and T.C. Williams High School. Zenkov is senior editor of School-University Partnerships, the research journal of the National Association for Professional Development Schools, and has written extensively about teacher education, literacy pedagogy and curricula, social justice education, and professional development schools.

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