Ryan Flessner is an Associate Professor of Teacher Education at Butler University in Indianapolis, Indiana. His teaching and research interests include teacher education, mathematics education, practitioner inquiry, and issues of equity, diversity, and social justice.Debra R. Lecklider is a Professor and Associate Dean in the College of Education at Butler University in Indianapolis, Indiana. Her interests include educational leadership and innovative practices that lead to collaborative and inspired change in education.

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• Foreword – James L. AloufAcknowledgementsIntroduction - Ryan Flessner & Debra R. LeckliderSection I: Georgia State University & the Atlanta Neighborhood Charter SchoolChapter 1: The New Teacher Residency Project: Motivation, Partnership History, and Residency Plan – Stephanie Behm Cross, Matt Underwood, & Elizabeth HearnChapter 2: The New Teacher Residency Project: Multiple Layers of Support and Collaboration – Elizabeth Hearn, Stephanie Behm Cross, Susan Taylor, & Connie Zimmerman ParrishChapter 3: It’s Time for a “Reboot”: Shifting Preservice Teacher Education from Business Capital to Professional Capital – Stephanie Behm Cross, Carla Tanguay, Susan Cannon, Morgin Jones Williams, & Jessica James HaleSection II: Rhode Island College & Central Falls SchoolsChapter 4: Context Matters – Julie R. Horwitz, Gerri August, Frances Gallo, Kimberly Cataldo, & Joshua LaplanteChapter 5: The Integration of Emergence and Infrastructure in a Clinical Preparation Model – Julie R. Horwitz, Gerri August, Frances Gallo, Kimberly Cataldo, & Joshua LaplanteChapter 6: What We Learned – Gerri August, Julie R. Horwitz, Frances Gallo, & Joshua LaplanteSection III: George Mason University & Fairfax County Public SchoolsChapter 7: Elementary Teacher Preparation at George Mason University: The Evolution of Our Program – Seth A. Parsons, Lois A. Groth, Audra K. Parker, Elizabeth Levine Brown, Corey R. Sell, & Debra SpragueChapter 8: George Mason University’s Elementary PDS Program: Teacher Education Built on Principles – Stephanie L. Dodman, Lois A. Groth, Kerri Fulginiti, Brian Hull, Audra K. Parker, & Seth A. ParsonsChapter 9: Developing Teacher Candidates’ Ability to Analyze Mathematics Quality of Instruction Using Collaborative Instructional Rounds – Jennifer M. Suh, Andrea Weiss, Kerri Fulginiti, Molly Rawding, Lesley King, & Seth A. ParsonsChapter 10: The Case for Powerful Clinical Practice in Teacher Education – D. John McIntyreAbout the Authors

Ryan Flessner is an Associate Professor of Teacher Education at Butler University in Indianapolis, Indiana. His teaching and research interests include teacher education, mathematics education, practitioner inquiry, and issues of equity, diversity, and social justice.Debra R. Lecklider is a Professor and Associate Dean in the College of Education at Butler University in Indianapolis, Indiana. Her interests include educational leadership and innovative practices that lead to collaborative and inspired change in education.

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• Foreword – James L. AloufAcknowledgementsIntroduction - Ryan Flessner & Debra R. LeckliderSection I: Georgia State University & the Atlanta Neighborhood Charter SchoolChapter 1: The New Teacher Residency Project: Motivation, Partnership History, and Residency Plan – Stephanie Behm Cross, Matt Underwood, & Elizabeth HearnChapter 2: The New Teacher Residency Project: Multiple Layers of Support and Collaboration – Elizabeth Hearn, Stephanie Behm Cross, Susan Taylor, & Connie Zimmerman ParrishChapter 3: It’s Time for a “Reboot”: Shifting Preservice Teacher Education from Business Capital to Professional Capital – Stephanie Behm Cross, Carla Tanguay, Susan Cannon, Morgin Jones Williams, & Jessica James HaleSection II: Rhode Island College & Central Falls SchoolsChapter 4: Context Matters – Julie R. Horwitz, Gerri August, Frances Gallo, Kimberly Cataldo, & Joshua LaplanteChapter 5: The Integration of Emergence and Infrastructure in a Clinical Preparation Model – Julie R. Horwitz, Gerri August, Frances Gallo, Kimberly Cataldo, & Joshua LaplanteChapter 6: What We Learned – Gerri August, Julie R. Horwitz, Frances Gallo, & Joshua LaplanteSection III: George Mason University & Fairfax County Public SchoolsChapter 7: Elementary Teacher Preparation at George Mason University: The Evolution of Our Program – Seth A. Parsons, Lois A. Groth, Audra K. Parker, Elizabeth Levine Brown, Corey R. Sell, & Debra SpragueChapter 8: George Mason University’s Elementary PDS Program: Teacher Education Built on Principles – Stephanie L. Dodman, Lois A. Groth, Kerri Fulginiti, Brian Hull, Audra K. Parker, & Seth A. ParsonsChapter 9: Developing Teacher Candidates’ Ability to Analyze Mathematics Quality of Instruction Using Collaborative Instructional Rounds – Jennifer M. Suh, Andrea Weiss, Kerri Fulginiti, Molly Rawding, Lesley King, & Seth A. ParsonsChapter 10: The Case for Powerful Clinical Practice in Teacher Education – D. John McIntyreAbout the Authors

Ryan Flessner is an Associate Professor of Teacher Education at Butler University in Indianapolis, Indiana. His teaching and research interests include teacher education, mathematics education, practitioner inquiry, and issues of equity, diversity, and social justice.Debra R. Lecklider is a Professor and Associate Dean in the College of Education at Butler University in Indianapolis, Indiana. Her interests include educational leadership and innovative practices that lead to collaborative and inspired change in education.

Select Guide Rating

• Foreword – James L. AloufAcknowledgementsIntroduction - Ryan Flessner & Debra R. LeckliderSection I: Georgia State University & the Atlanta Neighborhood Charter SchoolChapter 1: The New Teacher Residency Project: Motivation, Partnership History, and Residency Plan – Stephanie Behm Cross, Matt Underwood, & Elizabeth HearnChapter 2: The New Teacher Residency Project: Multiple Layers of Support and Collaboration – Elizabeth Hearn, Stephanie Behm Cross, Susan Taylor, & Connie Zimmerman ParrishChapter 3: It’s Time for a “Reboot”: Shifting Preservice Teacher Education from Business Capital to Professional Capital – Stephanie Behm Cross, Carla Tanguay, Susan Cannon, Morgin Jones Williams, & Jessica James HaleSection II: Rhode Island College & Central Falls SchoolsChapter 4: Context Matters – Julie R. Horwitz, Gerri August, Frances Gallo, Kimberly Cataldo, & Joshua LaplanteChapter 5: The Integration of Emergence and Infrastructure in a Clinical Preparation Model – Julie R. Horwitz, Gerri August, Frances Gallo, Kimberly Cataldo, & Joshua LaplanteChapter 6: What We Learned – Gerri August, Julie R. Horwitz, Frances Gallo, & Joshua LaplanteSection III: George Mason University & Fairfax County Public SchoolsChapter 7: Elementary Teacher Preparation at George Mason University: The Evolution of Our Program – Seth A. Parsons, Lois A. Groth, Audra K. Parker, Elizabeth Levine Brown, Corey R. Sell, & Debra SpragueChapter 8: George Mason University’s Elementary PDS Program: Teacher Education Built on Principles – Stephanie L. Dodman, Lois A. Groth, Kerri Fulginiti, Brian Hull, Audra K. Parker, & Seth A. ParsonsChapter 9: Developing Teacher Candidates’ Ability to Analyze Mathematics Quality of Instruction Using Collaborative Instructional Rounds – Jennifer M. Suh, Andrea Weiss, Kerri Fulginiti, Molly Rawding, Lesley King, & Seth A. ParsonsChapter 10: The Case for Powerful Clinical Practice in Teacher Education – D. John McIntyreAbout the Authors