A major challenge for teacher candidates is meeting the demands of the clinical practice experience which assesses how they make connections between their theoretical knowledge base and the real classroom experience. The critical integration of knowledge of and pedagogy in academic subjects, the use of research-based, scientifically proven strategies and assessment practices, and the understanding of the culturally and linguistically diverse learning needs of students at various developmental levels based on specialty professional standards form the basis for successful teaching and learning. It is this foundation that aids teachers in meeting the multiple teacher licensure requirements across States. Guiding teacher candidates in thinking about, planning, implementing and reflecting on these elements require a systematic approach to clinical practice. This Conceptualization to Reflection Model provides a unique approach for clinical supervisors and cooperating teachers to preparing professional teachers to meet the rigors of the teaching profession. It also serves as a guide for teacher candidates to help them navigate the journey from student to practitioner. Since each teacher preparation program serves a distinct student population, this comprehensive model is presented for one specific degree program: Childhood Special Education (Dual Certificate – Grades 1-6), but can be easily adapted to meet the diverse needs and developmental levels of other student populations.

pre-service teacher education, special education, clinical practice, student teaching