School of Education
- Dean's welcome
- About the School of Education
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- SUNY Oswego Intensive Teacher Institute TESOL
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- Clinically Rich Residency
- Clinically rich residency model overview
- Program models linking theory and practice
- Ongoing professional development
- GESA in a clinically rich residency
- Co-teaching in a clinically rich residency
- Content and pedagogy in a clinically rich residency
- Clinically rich stakeholder benefits
- Data collection
- Team Sheldon
- Site index
Co-Teaching in a Clinically Rich Residency
School of Education
- Dean's welcome
- About the School of Education
- Programs
- Students
- Tk20 by Watermark
- Departments
- Faculty & Staff
- Certification
- Initiatives & Projects
- SUNY Oswego Intensive Teacher Institute TESOL
- Sheldon Institute
- Onondaga Nation Partnership
- O-RITE Grant
- Benin Project CLIMB
- Professional Development Schools
- SUNY Oswego reading clinics
- Technology Annual Fall Conference
- Urban courses + student teaching
- Center for Urban Schools
- Oswego Writing Institute
- Teacher Opportunity Corps II
- Community
- Calendar
- Policy handbook
- Clinically Rich Residency
- Clinically rich residency model overview
- Program models linking theory and practice
- Ongoing professional development
- GESA in a clinically rich residency
- Co-teaching in a clinically rich residency
- Content and pedagogy in a clinically rich residency
- Clinically rich stakeholder benefits
- Data collection
- Team Sheldon
- Site index
One of the key benefits of a clinically rich residency model for teacher preparation is the opportunity it affords candidates and mentors to co-plan, co-teach, co-assess and co-reflect.
Often, candidates find they are not only co-teaching and collaborating with their mentor teachers, but also with the teachers their students and mentors work with in the building.
In some school settings, learning communities have evolved with clinically rich residency candidates and mentors across content areas. This has proven to benefit not only candidates and mentors, but classroom students who, in this model, have access to a significantly greater degree of instructional support.
We asked mentors, candidates and supervisors across our clinically rich residency models to share their experiences with co-teaching in a residency model. Here is what they had to say.