Cultivating reflective practice, leadership, and adaptive expertise: A case study of school-based clinical practices

• In Event: Radical Imagination and Collective Disruption: Reimagining Teacher Education through Community Partnerships

Abstract

School-based teacher development is an essential component for school improvement as it directly impacts classroom instruction. This qualitative inquiry investigates how literacy teachers refine their pedagogical approaches and enhance their leadership through school-based clinical practices. We analyzed work samples of eighteen participants in a graduate-level course at a northeastern university. Our preliminary findings suggest that engagement in school-based clinical practices helped literacy teachers improve their professional knowledge and skills through structured reflection and coaching practice. While some participants effectively applied their expertise to support their colleagues through coaching, individual differences were observed in how they transferred their learning to leadership roles. This paper discusses key elements of effective school-based practices that foster teachers’ adaptive expertise and leadership development.

Authors

• Carrie Eunyoung Hong, William Paterson University

• Michelle Gonzalez, William Paterson University