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This qualitative research study investigated a faculty liaison (FL) model, an alternative to traditional field supervision implemented in an urban teacher residency (UTR) program. In the FL model, professors teaching in the UTR program were assigned to school sites rather than individual teacher candidates to observe and provide feedback, evaluate teacher candidate performance, and connect coursework and classroom practice. Results indicate strong support for the continuation of the FL model in lieu of traditional supervision. Specifically, the FL model supported teacher candidate learning, both in the field and in university coursework; and enhanced school-university collaboration. The authors provide an analysis into the FL model and recommendations for integrating full time faculty into school-based portions of teacher education.


This is the archived version of the author's accepted manuscript, posted here with permission of the author. The Version of Record of this manuscript has been published and is available in Action in Teacher Education (2015):



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