Purpose – The chapter describes how teacher preparation programs can design effective off-campus clinical programs. Information provided is applicable to clinical practicums, capstone experiences, and to individual course assignments at the undergraduate and graduate levels.
Methodology/Approach – The author describes the foundational components involved in designing a high-quality off-campus clinical-based program. These components include selecting and building a partnership with an off-campus site, using forms, fees, space, and materials, engaging families, aligning assignments to course content, grading, supervision, and acquiring funding.
Practical implications – In addition to the foundational components involved in designing an effective off-campus clinic, the chapters describes a university-based model that uses two different off-campus clinical-based experiences that support community-based programs and local area schools.
Social implications – The chapter addresses the need for teacher preparation programs to build partnerships with off-campus community-based programs to better prepare teachers to meet the literacy demands of all students, particularly students living and learning in urban communities.
Ryan, T. (2013), "Designing an Off-Campus Literacy Clinic", Ortlieb, E. and Cheek, E.H. (Ed.) Advanced Literacy Practices (Literacy Research, Practice and Evaluation, Vol. 2), Emerald Group Publishing Limited, Bingley, pp. 43-61. https://doi.org/10.1108/S2048-0458(2013)0000002006
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