Clinical Experience Challenges, Support, and Resolution Processes Overview
Clinical experiences are designed to provide meaningful opportunities for teacher candidates to develop the knowledge, skills, and professional dispositions necessary for effective teaching. Because clinical experiences occur in complex school environments, questions, challenges, and concerns may arise. Successful resolution of concerns depends on timely communication, collaboration, and a shared commitment to candidate growth and student success. The goal of addressing concerns is to provide appropriate support, clarify expectations, and help candidates successfully progress through the clinical experience sequence.
This chapter outlines processes for identifying concerns, providing support, and addressing challenges that may occur during clinical experiences.
Commitment to Candidate Support
The College of Education and Professional Development is committed to supporting teacher candidates throughout their clinical journey. Support is provided through collaboration among:
- Teacher candidates.
- Mentor teachers.
- University faculty and program support.
- School administrators and partners.
- Clinical Experiences Office.
Each partner contributes to creating a supportive environment where candidates can learn, grow, and demonstrate professional readiness.
Addressing Concerns Early
Early communication is essential when challenges arise. Candidates, mentor teachers, and university personnel are encouraged to address concerns as soon as they are identified. Early communication allows stakeholders to:
- Clarify expectations.
- Identify possible solutions.
- Provide additional support.
- Prevent concerns from escalating.
- Promote professional growth.
Concerns should be approached through respectful communication and a commitment to improvement.
Types of Clinical Experience Concerns
Concerns may involve a variety of areas, including:
Professional Conduct – Examples may include:
- Failure to maintain confidentiality.
- Unprofessional communication.
- Failure to follow school or university policies.
- Concerns related to professional judgment or behavior.
Attendance and Reliability – Examples may include:
- Excessive absences.
- Frequent tardiness.
- Failure to communicate absences appropriately.
- Lack of participation in required experiences.
Instructional Performance – Examples may include:
- Difficulty planning instruction.
- Challenges with classroom management.
- Limited instructional growth.
- Difficulty applying feedback.
- Challenges supporting student learning.
Communication and Collaboration – Examples may include:
- Difficulty establishing professional relationships.
- Failure to communicate concerns.
- Challenges working collaboratively with mentor teachers or school personnel.
Communication Process for Resolving Concerns
When concerns arise, the following process should guide resolution:
Step 1: Identify and Discuss the Concern – The concern should be communicated with the appropriate individual as soon as possible.
Examples:
- Classroom concerns should generally begin with communication between the candidate and mentor teacher.
- Program concerns may involve communication with university faculty and program support.
Step 2: Develop a Support Plan – When appropriate, stakeholders may develop a plan to address concerns. A support plan may include:
- Clearly identified concerns.
- Expected improvements.
- Available resources.
- Specific actions.
- A timeline for progress review.
The purpose of a support plan is to provide guidance and promote candidate success.
Step 3: Monitor Progress – Progress should be reviewed through continued communication and feedback. Monitoring may include:
- Follow-up conversations.
- Additional observations.
- Review of candidate work.
- Documentation of progress.
Step 4: Determine Next Steps – If concerns continue after support has been provided, additional action may be considered. Possible next steps include:
- Additional support requirements.
- A professional improvement plan.
- Adjustments to clinical responsibilities.
- Review of continuation in the clinical placement.
Professional Improvement Plans
A professional improvement plan provides a structured process for candidates who need additional support meeting clinical expectations. A professional improvement plan may include:
- Description of the concern.
- Expected professional or instructional behaviors.
- Specific goals for improvement.
- Available support resources.
- Timeline for review.
- Evidence used to determine progress.
The purpose of a professional improvement plan is developmental. It provides candidates with clear expectations and opportunities to demonstrate improvement.
Placement Changes and Removal Considerations
Clinical placements are carefully developed partnerships between the university and P–12 schools. In some situations, a placement change may be necessary to support the candidate, mentor teacher, school, or students. A placement change may be considered due to:
- Unresolved concerns.
- Changes in school circumstances.
- Professional conflicts.
- Situations that prevent meaningful clinical experiences.
Removal from a clinical placement may occur when a candidate:
- Demonstrates serious professional misconduct.
- Fails to meet established expectations.
- Violates confidentiality requirements.
- Does not demonstrate progress after support has been provided.
- Creates concerns regarding the safety or effectiveness of the learning environment.
Placement decisions are made collaboratively by appropriate university and school personnel.
Candidate Responsibility During Challenges
Candidates are expected to respond professionally when challenges occur. Candidates should:
- Communicate openly and respectfully.
- Accept feedback.
- Reflect on concerns.
- Participate in improvement efforts.
- Demonstrate responsibility for professional growth.
- Seek assistance when needed.
Successful educators recognize challenges as opportunities for learning and continued development.
Mentor Teacher Support During Challenges
Mentor teachers play an important role in supporting candidate growth when concerns arise. Mentor teachers should:
- Communicate concerns clearly and professionally.
- Provide feedback and guidance.
- Document relevant observations when appropriate.
- Collaborate with university personnel.
- Support opportunities for improvement.
Mentor teachers should communicate concerns early so appropriate support can be provided.
COEPD Faculty and Program Support During Challenges
COEPD faculty and program support assist in addressing concerns by:
- Providing guidance to candidates.
- Supporting communication among stakeholders.
- Reviewing evidence of candidate progress.
- Assisting with improvement plans when needed.
- Collaborating with school partners.
The goal is to support candidate development while maintaining professional standards.
Confidentiality During Resolution Processes
Concerns related to candidate performance should be handled professionally and confidentially. Information should be shared only with individuals who need the information to provide support, make decisions, or fulfill professional responsibilities. Maintaining confidentiality protects candidates, students, schools, and university partners.
Commitment to Continuous Improvement
Challenges within clinical experiences provide opportunities for reflection and improvement. Feedback from candidates, mentor teachers, school partners, and university personnel helps strengthen clinical processes and improve educator preparation. The College of Education and Professional Development is committed to using feedback to enhance partnerships, support candidates, and prepare effective educators.
Chapter Summary
Clinical experiences require collaboration, communication, and shared responsibility. When challenges arise, the focus should be on identifying concerns, providing support, and helping candidates develop the professional skills necessary for success. Through early communication, structured support, and collaborative problem-solving, clinical partners work together to ensure candidates have meaningful opportunities to grow as educators.
The next chapter addresses the conclusion of the clinical experience journey, including completion expectations, transition to professional practice, and continued professional growth.